Grade
Outcome
Big Ideas/
Enduring
Understandings
Essential
Questions
Know
Indicators/Do
CCK.2 Use and construct
 symbols
 pictures
 dramatizations to communicate feelings and ideas in a variety of ways.
CC1.2 Represent key ideas and events, in a logical sequence and with detail, in different ways including:

Dramatization

Pictures

Sounds
 physical movement
 charts
 models
 drawings
Ideas can be represented in a variety of ways.
CC2.2 Use a variety of ways to represent understanding and to communicate

Ideas

Procedures

Stories

Feelings in a clear manner with essential details.
CC3.2 Communicate ideas and information pertaining to
 topics
 problems
 questions
 issues by creating easy-to-follow representations with a clear purpose.
I can draw or act out how I feel.
I know that my ideas need to have a before, during and after.
How can you show and tell me how you feel about the topic or idea?
How do you know if your story or idea is complete?
How do I share my ideas?
What is the most meaningful way to share ideas and events?
I can compose and create forms of representation to share my thoughts and feelings.
What is the best way to represent my thoughts and feelings?
Ideas can be represented in a variety of ways.
What is the best way to represent my idea?
Stories have a beginning, middle and end.
Letters have a name and represent a sound.
Punctuation holds meaning.
Some words start with a capital letter.
I have choices about how to represent ideas and events.
Representations include details.
Representations are created to express, clarify, or extend a message.
Labels and captions bring clarity to representations.
Three-dimensional objects are like real world objects.
Dramatizations are re-enactments of a story, event or experience.
Audience and purpose influence choice of form.
Visual aids explain details.
Visual aids enhance spoken and written products.
Main ideas can be expressed in a variety of way.
See strategy description in ELA Curriculum pgs. 21, 22 or 23
See Appendix B Instructional Tools to Support Before, During and After Strategies
CC4.2 Create a variety of clear representations that communicate straightforward ideas and information relevant to the topic and purpose, including:
 short, illustrated reports
 dramatizations
 posters
 other visuals such as displays and drawings.
Ideas can be represented in a variety of ways.
What is the best way to represent my idea?
Visual and multi-media texts have an organization.
Visual aids, charts and diagrams emphasize important points and details.
CC5.2 Demonstrate a variety of ways to communicate understanding and response including:
 illustrated reports
 dramatizations
 posters
 timelines
 multimedia presentations
 summary charts
Ideas can be represented in a variety of ways.
What is the best way to represent my idea?
Forms suit specific purposes.
Graphic organizers make ideas clear.
Visual aids are integrated into a representation for effect or clarity.
Multi-media presentations are organized.
Choose appropriate form to represent

Feelings

Ideas

Stories
 knowledge
Choose appropriate form to represent

Key ideas

Key events

Feelings
 Ideas
 stories
Choose appropriate form to represent
 ideas
 procedures
 stories
 feelings
Choose appropriate form to represent

Ideas

Information

Stories
 Feelings

Problems
 questions
Organize information and ideas:

Clear purpose

Meaningful

Logical

Illustrative of the topic

Relevant details
Choose appropriate form to represent
 clear ideas

Relevant information

Knowledge
 emotions
Choose appropriate form to represent

Understanding

Personal response

Include appropriate aids:

Props

Illustrations
 movements

Labels
 illustrations

Captions

Labels
 illustrations

Props

Charts

Sound

Illustrations
 Movements/dramatizations
 Labels and captions

Labels and captions

Chart

Diagram

Pictograms

Graphs

Diagrams

Maps
 Illustrations
 Movements

Graphic organizers

Illustrations

Graphs

Maps
 Graphics-computer created
 Tables

Illustrations

Photos

Movement
 sound
Use cues to construct and communicate meaning: How can I use language to help me communicate clearly and effectively? Am I using language effectively?
 Make connections between stories and information and personal experiences.
Pragmatic: What is the context of my composition? Who is Audience? What is my Purpose?
 Use language appropriate to situation
 Consider what and why something needs to be communicated
 Identify and think about purpose and audience
 Tell or dramatize a story using own words and appropriate gestures.
 Think about and identify intended purpose and audience for communication
 Demonstrate an awareness of audience and use level of language and techniques appropriate to purpose and intended audience
 Adjust tone to situation
 Explain intended meaning of drawings and writing
 Use simple sentences when explaining representation


Use new words from play and explorations
Experiment with drawing, scribbling, letters, and temporary spellings
 By the end of June:
 Use letters and letter-like symbols
 Correctly form letters in familiar words such as their name
 Copy letters or words from the environment
 Organize main idea with two or more related details




Use simple complete sentences, often with six or more words when explaining representation use conventions of a sentence
Choose and use words to add interest or to clarify
 Use appropriate Canadian spelling for grade level
Uses invented spelling when necessary
 Use phonics to spell
Textual: How are texts organized?
 Consider, with guidance what would  Identify, with guidance, the best form be the best form to use to use, and the basic techniques involved
 Identify and explain form and medium chosen
Syntactical: What is the best structure for my sentence?
 Use complete sentences with adequate detail to explain representation
 Explain representation in more than short phrases (i.e., in basic sentences).
 Use simple, complete sentences
when explaining representation
 Explain and retell events in more than short phrases (i.e., in basic sentences).
 Use varied complete sentences
when explaining representation
Semantic/Lexical/Morphological: Do the words I use convey my intended meaning?


Choose and use descriptive words
Use appropriate Canadian spelling for grade level


Choose and use descriptive words
Use appropriate Canadian spelling for grade level
 Choose words that are interesting and appropriate
 Use specialized words when appropriate
 Spell common high frequency words correctly using Canadian spelling
Graphophonic: Can I use the relationships and patterns in words to ensure accuracy?
 Use phonics to spell more difficult words
 Use phonics and memorized spelling rules to increase accuracy in spelling
 Use phonics and knowledge of word structure and meaning to spell words correctly
 Experiment with sound, movement, and other forms of representing to share ideas and experiences
 Use various tools and techniques to represent ideas
 Use pictures, dictation, physical movement, play, and ‘writing’ to communicate.
 Use simple gestures, volume, and tone of voice to communicate ideas and needs
 Hold pencils, crayons, and markers with a comfortable and correct grip
 Use pictures, charts, graphs, and physical movements to show what is learned.
Other Cues: What features enhance my meaning?
 Use simple gestures, volume, and  Use key features such as colour, bold, tone of voice to communicate ideas sound effects, etc. and needs
 print legibly and space letters, numbers, words, and sentences appropriately using an efficient pencil grip.
 Write legibly using correct letter formation
 Choose appropriate features such as font, colour, sound effects, etc.
 Use knowledge of forms, characteristics, and organizational patterns of representation to communicate ideas
 Use simple, complete sentences when explaining representation
 Select and use words to create specific effects
 Use precise and descriptive words
 Use specialized terms in different subject areas when appropriate.
 Spell common high frequency words correctly using Canadian spelling
 Use clear and correct pronunciation and enunciation to communicate and spell words
 Use appropriate simple gestures, volume, and tone of voice to communicate ideas and needs
 Accurately use graphs, diagrams, and captions
 Write legibly

Evidence of
Understanding Represent stories, interpretations, and ideas with:

Wood
 blocks

Clay

Natural materials

Talking

Play

Drama/ Dramatization

Pictures/ Drawings

Dictations

Physical movements

Symbols
 letters
Journal entries
A completed story representations

Dramatization
• Pictures
• Sounds
• physical movement
• charts
• models
• drawings
 stories
Observe students ability to communicate ideas
Teacher taking photographs of the process
Face to face conversations with teacher and student
Conversations between students while creating a story

Picture

Puppetry

Chart

Model

Physical movement

Concrete graph

Pictographic

Demonstration

Advertisement for a toy

Play

Diagram

Sound

Movement

3D objects
 dramatization
Products

Dance piece

Visual representation

Drama in context

Diagram

Demonstration

Chart

Safety poster

3D object

Print
 multimedia
Observations
Conversations
 s hort, illustrated reports
 dramatizations
 posters
 other visuals such as displays and drawings.

Visual

Multimedia

Role play

Drama

Mime

Tableau

Dance

Music

Models
 paintings
 illustrated reports
 dramatizations
 posters
 timelines
 multimedia presentations

 summary charts
Drama

Drawing

Dance

Diagrams

Music

3D objects

Posters

Cartoon

Maps

Graphs

Photographs

Pictures

Charts

Videos
January 13, 2013