Mantioba K-Senior 4 Ukrainian Language Arts Curriculum

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Kindergarten to
Senior 4 Ukrainian
Language Arts
Manitoba Curriculum
Framework of Outcomes
KINDERGARTEN TO SENIOR 4
UKRAINIAN LANGUAGE ARTS
Manitoba Curriculum
Framework of Outcomes
2005
Manitoba Education, Citizenship and Youth
Manitoba Education, Citizenship and Youth Cataloguing in Publication Data
491.7982421 Kindergarten to Senior 4 Ukrainian language arts :

Manitoba curriculum framework of outcomes
Includes bibliographical references.

ISBN 0-7711-3391-X
1. Ukrainian language—Study and teaching

(Secondary)—English speakers. 2. Ukrainian language
—Study and teaching as a second language—Manitoba.
I. Manitoba. Manitoba Education, Citizenship and Youth.
Copyright © 2005, the Crown in Right of Manitoba as represented by the Minister of Education,
Citizenship and Youth. Manitoba Education, Citizenship and Youth, School Programs Division, 1970
Ness Avenue, Winnipeg, Manitoba R3J 0Y9.
Every effort has been made to acknowledge original sources and to comply with copyright law. If cases
are identified where this has not been done, please notify Manitoba Education, Citizenship and Youth.
Errors or omissions will be corrected in a future edition. Sincere thanks to the authors, artists, and
publishers who allowed their original material to be adapted or reproduced.
Ukrainian Language Arts Kindergarten to Senior 4 Acknowledgements
Acknowledgements
Manitoba Education, Citizenship and Youth gratefully acknowledges the contributions of the following individuals in the development of
Kindergarten to Senior 4 Ukrainian Language Arts: Manitoba Curriculum Framework of Outcomes.
Janice Aubry, International Languages Consultant, Edmonton Public Schools and Program Manager,
International Languages, Alberta Education
Dr. Joan Boyer, Second Languages Consultant, Saskatchewan Learning
Zoriana Feseruk, Teacher, Oak Bank Elementary School, Sunrise S.D.
Alice Grywinski, Teacher, Springfield Heights School, River East Transcona S.D.
Marusia Haluk, Teacher, Ralph Brown School, Winnipeg S.D.
Darrel Haraymchuk, Teacher, Smith-Jackson School, Mountain View S.D.
Lynn Harrison, Desktop Publisher, Manitoba Education, Citizenship and Youth
Arusia Huk, Teacher, Springfield Heights School, River East Transcona S.D.
Stephen Jaddock, Teacher, Mackenzie Middle School, Mountain View S.D.
Hannya Klimenko, Teacher, Bernie Wolfe Community School, River East Transcona S.D.
Marusia Kulyk, Teacher, R.F. Morrison School, Seven Oaks S.D.
Jan Oakley, Publications Editor, Manitoba Education, Citizenship and Youth
Nadia Prokopchuk, Ukrainian Education Consultant, Saskatchewan Learning
Delores Smorang, Teacher, Chief Peguis Junior High, River East Transcona School Division
John Sokolowski, Team Leader, Languages, Alberta Education
Sonia Szaura, Teacher, Springfield Middle School, Sunrise S.D.
Tony Tavares, Consultant for Multicultural Education, International Languages and ESL,
Manitoba Education, Citizenship and Youth
Greg Udod, Teacher, Happy Thought School, Lord Selkirk S.D.
iii
Ukrainian Language Arts Kindergarten to Senior 4 Contents
Contents
Introduction 1
Language Arts: General Language Component 11
Language Arts: Specific Language Component 81
Language Arts: Culture 131
Appendix A: Sample List of Text Forms 153
v
INTRODUCTION
Ukrainian Language Arts Kindergarten to Senior 4 Introduction
Introduction
Background • Common Curriculum Framework for Bilingual
Kindergarten to Senior 4 Ukrainian Language Arts: Manitoba Programming in International Languages: Kindergarten to
Curriculum Framework of Outcomes is the product of a Grade 12: Western Canadian Protocol for Collaboration in
collaborative effort to develop common curricula for Basic Education (1999)
international and heritage languages involving the provinces • Ukrainian Language Arts: Kindergarten to Grade 9.
of Alberta, Saskatchewan, and Manitoba. Alberta Learning (2003)
Under the auspices of the Western and Northern Canadian • Ukrainian Language Arts 10-20-30, Interim. Alberta
Learning (2004)
Protocol for Collaboration in Basic Education (WNCP), a
1
number of collaborative projects were launched, one of which • The Common Curriculum Framework for Ukrainian
resulted in the 1999 Common Curriculum Framework for Language Arts: Kindergarten to Grade 12: Western
Bilingual Programming in International Languages: Canadian Protocol (2003)
Kindergarten to Grade 12: Western Canadian Protocol for
Collaboration in Basic Education. Subsequently, the three Program Rationale
provinces agreed to collaborate in the development of Ukrainian bilingual programming contributes to
curricula for Ukrainian-English bilingual programming, personal development
using the aforementioned common curriculum framework as Ukrainian bilingual programming establishes an
a basis for the development of the Ukrainian-specific environment in which Ukrainian is constantly used for
curriculum framework, with Alberta as the lead province. purposes of communication, personal satisfaction, and
This initiative resulted in the Common Curriculum learning. Students are provided with numerous opportunities
Framework for Ukrainian Language Arts: Kindergarten to to learn and use the language in meaningful, purposeful
Grade 12: Western Canadian Protocol (2003). ways to meet their needs, interests, and abilities. The
Kindergarten to Senior 4 Ukrainian Language Arts: Manitoba Ukrainian language is used to explore ideas and experiences,
Curriculum Framework of Outcomes has been shaped by to construct meaning, and to communicate understanding.
these two collaborative initiatives. Material from four related Effective language acquisition occurs through the integrated
resources was utilized and adapted for use in Manitoba. delivery of subject-area content, language instruction, and
These were: cultural information, while fostering in students a positive
attitude toward self and others.
________________
1 Originally the name of the protocol was Western Canadian Protocol for Ukrainian language learning is a lifelong endeavour
Collaboration in Basic Education (WCP). The name was changed to Language learning is an active process that begins at birth
Western and Northern Canadian Protocol for Collaboration in Basic
and continues throughout life. Language is acquired at
Education (WNCP) to more accurately reflect the participation of all the
partners in the protocol. various rates throughout a learner’s stages of growth,
3
developing progressively according to individual criteria. program of studies is designed to promote the development of
Students enhance their language abilities by applying their language skills for a wide range of purposes, in a wide range
knowledge of language in new and ever more complex of contexts, at increasing levels of fluency.
contexts with increasing sophistication. They reflect on and
Language learning in Ukrainian bilingual
use prior knowledge to extend and enhance their
programming develops through the communicative
understanding of language. The learning environment,
approach
supportive of the learner and encouraging the learner to take
risks, recognizes that errors are an integral part of the The communicative approach in second language instruction
language learning process. By learning, experimenting with emphasizes the importance of communicating a message.
and applying new language structures and vocabulary in a Learners require support as they strive to express and
variety of contexts, students develop language proficiency. understand thoughts, ideas and feelings in two languages.
The accuracy of language, oral or written, although
Language learning in Ukrainian bilingual important for precision of communication, is secondary to
programming fosters cross-language competence communicating the message. The communicative approach
Most children develop a strong repertoire of language skills acknowledges the important relationship between accuracy
in their first language in preschool years. Many of these and effective communication, but places slightly less
skills are transferable to new language learning. Similarly, in emphasis on accuracy and form.
acquiring a new language, students develop new language
Language learning in Ukrainian bilingual
learning skills that can then be applied to their first
programming promotes the acquisition of learning
language. In this way, continuous concurrent development of
strategies
first and second language skills, or skills in additional
languages, is fostered through Ukrainian bilingual Language acquisition in Ukrainian bilingual programming is
programming. Opportunities for proficiency and skill effectively supported by providing students with explicit
development in both languages are maximized. instruction in language learning strategies, language use
strategies and general learning strategies. This program of
Language learning in Ukrainian bilingual studies, therefore, provides a variety of learning outcomes at
programming enhances all communication skills all levels that promote the development of strategic
The development of communication skills is vital to competencies applicable to many learning circumstances.
Ukrainian bilingual programming. Achievement in the six
Ukrainian bilingual programming promotes
skill areas of listening, speaking, reading, writing, viewing
intracultural and intercultural awareness
and representing contributes to the development of effective
communicators. These skills are interrelated and Language and culture are intensely intertwined. Language is
interdependent; facility in one strengthens and supports the a primary means by which cultural information is
others. Proficiency in these language skills involves the transmitted; culture influences linguistic form and content.
development of comprehension and language production. This Students in Ukrainian bilingual programming bring to their
4
program a range of cultural backgrounds and experiences.

This program of studies provides opportunities and support
for students to explore their own cultural backgrounds,
experiences and identities, as well as those of members of the Culture
school community, the local community and other

communities from various parts of the world. The Culture
section of this program examines the dynamic nature of
Ukrainian culture through the various perspectives of
historical elements, contemporary elements, diversity and
English Ukrainian
change. It also provides opportunities for the exploration of Language General Language
similarities and differences among and within world cultures. Language
Ukrainian bilingual programming develops global

citizenship skills Subject Area
Experiences
Effective participation in the global marketplace, workplace Culture Culture
and society requires strong communication, interpersonal and
team skills, and strong knowledge and understanding of
cultures. Ukrainian bilingual programming provides a rich
environment for the development of the essential knowledge, Areas of Experience
skills and attitudes that promote effective global citizenship
Students may achieve the outcomes of the Ukrainian
and enhance the economic and career potential of the
Language Arts Kindergarten to Grade 9 Program of Studies
student. This program of studies has been developed to
in the context of personal, public and educational
support the intellectual, social, emotional, creative, linguistic
experiences. The following chart, while not intended to be
and cultural development of students in a Ukrainian
prescriptive, provides some sample areas of experience that
bilingual program.
may be incorporated from Kindergarten to Senior 4.
Conceptual Map
This program of studies provides outcomes for language and
culture in general and for Ukrainian language and culture
specifically. However, students in a Ukrainian bilingual
program also study English language arts and content from
various subjects taught in Ukrainian. The conceptual map
below represents one relationship between the outcomes for
Ukrainian language arts and other components of a
Ukrainian bilingual program.
5
A Spiral Progression
Personal Public Educational
Language learning is integrative, not merely cumulative.
K-3 My family My family tree Family traditions Each new element that is added must be integrated into the
My home Helping at home Fashion
My body My room Peer pressure whole of what has gone before. The model that best
Clothing for Friends Extracurricular represents the students' language learning progress is an
each season My hobbies and activities expanding spiral. Their progression is not only vertical (e.g.,
Games and songs pastimes Cooking at home
Favourite foods Happy and sad
increased proficiency) but also horizontal (e.g., broader range
My birthday Favourite times of applications and experience with more text forms1,
of the year contexts and so on). The spiral also represents how language
4-6 Going shopping Public transport Going out learning activities are best structured. Particular areas of
Going on vacation What’s on TV? (restaurants, experience, learning strategies or language functions, for
Jobs people do My community movies, example, are revisited at different points in the program, but
Being a good People who help sports shows)
neighbour others Emergencies from a different perspective, in broader contexts or at a
Holidays and Going to the doctor Cartoons and slightly higher level of proficiency each time. Learning is
festivals comics extended, reinforced and broadened with each successive
Around school Community service
Summer holidays
pass.
7-S1 Stories and rhymes Caring for pets Healthy living

Today’s weather Food and nutrition Space travel
Domestic/wild Maps and plans Helping the Senior 4
animals Making things environment
Counting things grow Peoples that make
Songs and dances Spatial up Canada
Sports and games relationships Short stories
Making music/art and poems
The arts around the Year 6
world
How much will it
cost?
S2-S4 Family Career options Literature and

relationships Getting the arts Kindergarten
Special friends information Personal finances
Personal identity Consumerism Technology
and style Media Peace and human
Leisure time Public institutions rights
Travel Responsible
citizenship _________________
Lifelong fitness 1
For a sample list of text forms, see the end of this program of studies.
6
Purpose of the Program of Studies Language Arts

This program of studies provides a progression of specific The Language Arts section of this program of studies is
outcomes from Kindergarten to Senior 1. Most often, the intended to reflect an integrated, interdependent approach to
outcomes reflect a progression of development that matches language learning within a bilingual programming context.
the developmental stages of the students. The specific Ukrainian language arts includes a General Language
outcomes for each grade reflect the knowledge, skills and Component and a Specific Language Component.
attitudes that students are expected to achieve by the end of
The General Language Component parallels The Common
the grade. Students are expected to demonstrate the specific
Curriculum Framework for English Language Arts,
outcomes for the current grade and build upon their prior
Kindergarten to Grade 12: Western Canadian Protocol for
knowledge and skills from previous grades.
Collaboration in Basic Education, 1998. In this manner, both
The outcomes presented are designed to represent the English language instruction and Ukrainian language
progression of knowledge, skills and attitudes expected of instruction support the development of common language
students who have had no prior exposure to Ukrainian upon knowledge, skills and attitudes. The general outcomes in the
entry into Kindergarten. Nevertheless, students with prior General Language Component, with only minor revisions,
exposure to Ukrainian can equally be challenged within this mirror those in the English Language Arts Framework, but
program. the specific outcomes have been adapted and refined more
extensively for delivery in Ukrainian.
Program Overview
The Specific Language Component provides the detailed
For ease of use, this program of studies is divided into two
linguistic elements of Ukrainian, descriptors of language
sections:
competence for each grade, and outcomes to support
• Language Arts sociocultural/sociolinguistic and strategic learning.
— General Language Component
While the Specific Language Component outlines the
— Specific Language Component linguistic elements that students will need to be able to use
• Culture the language, the General Language Component provides the
context and purpose for using the language, and outlines the
These sections are designed to overlap in many areas. It is
knowledge, skills and attitudes that students are to develop.
important that the sections be implemented in an integrated
The two components should be developed concurrently, so
manner.
that the language being learned is the language that
students will need and be able to apply.
7
Culture General Outcome 3

The Culture section fosters the development of essential Students will listen, speak, read, write, view and represent in
knowledge, skills and attitudes related to self, the Ukrainian Ukrainian to manage ideas and information.
language and culture, the community and the world. This
General Outcome 4
section is intended to be integrated with language learning,
as well as with the learnings related to other subject areas, Students will listen, speak, read, write, view and represent in
and is an essential part of daily activities in Ukrainian Ukrainian to enhance the clarity and artistry of
bilingual programming. communication.
General Outcomes General Outcome 5

The general outcomes are broad statements that form the Students will listen, speak, read, write, view and represent in
basis of this program of studies. Each general outcome Ukrainian to celebrate and build community.
outlines the key learnings that each section of the program is Language Arts: Specific Language Component
designed to support. The general outcomes describe the
General Outcome 6
common goals that all students in the Kindergarten to
Grade 9 learning sequence are expected to achieve. Students will acquire Ukrainian to understand and
appreciate languages, and use Ukrainian confidently and
Ukrainian bilingual programming is designed to promote all- competently in a variety of situations for communication,
round personal development by fostering social, emotional, personal satisfaction and further learning.
moral, intellectual and creative growth. To support this
growth and development, the Ukrainian Language Arts Culture
Kindergarten to Senior 1 program is built upon the following General Outcome 7
seven general outcomes. Students will explore, understand, appreciate and value
Language Arts: General Language Component Ukrainian culture in Canada and the world for personal
growth, enrichment and satisfaction and for participating in
General Outcome 1
and contributing to an interdependent and multicultural
Students will listen, speak, read, write, view and represent in global society.
Ukrainian to explore thoughts, ideas, feelings and
experiences.
General Outcome 2
Students will listen, speak, read, write, view and represent in
Ukrainian to comprehend and respond personally and
critically to oral, print, visual and multimedia texts.
8
Specific Outcomes
Each general outcome includes specific outcomes that
students are to achieve by the end of each grade level.
Specific outcomes are grouped under cluster headings within
each of the seven general outcomes. The specific outcomes are
further categorized by strands identified in the left margin.
Grade-specific descriptions are then provided for each specific
outcome at each grade level. A specific strand supporting a
general outcome is developed over three consecutive pages,
according to the main grade divisions: Kindergarten to
Grade 3, Grade 4 to Grade 6, and Grade 7 to Senior 1.
It is strongly recommended when addressing any specific
outcome in this document that the specific outcomes prior to
and following the given outcome and grade level be consulted
for a clearer understanding as to context and intended
developmental sequence. Similarly, any given specific
outcome must be understood with reference to the strand and
general outcome categories.
9
4.1 Generate and Focus
cluster heading for Grade 7 Grade 8 Senior 1

specific
outcomes Generate Ideas
• experiment with various ways to • consider form and audience when • use a variety of techniques to generate
read each page vertically for outcomes expected

generate ideas and focus a topic generating ideas and focusing a topic and select ideas for oral, print and visual
texts
Choose Forms
• compose text, using appropriate forms • compose text, using appropriate forms • compose text, using appropriate forms
that match content, audience and that match content, audience and that match content, audience and
at the end of each grade

purpose purpose purpose
Organize Ideas
• identify and use appropriate • identify and use a variety of • identify and use a variety of
strand heading organizational patterns in own oral, organizational patterns in own oral, organizational patterns in own oral,
for specific print and visual texts print and visual texts; and compose print and visual texts; and use
appropriate introductions and transitional features
outcomes conclusions
specific outcome statements for each grade

For a sample list of text forms, see Appendix A.
read each page horizontally for developmental flow of

outcomes from grade to grade
10
LANGUAGE ARTS
GENERAL LANGUAGE COMPONENT
Ukrainian Language Arts Kindergarten to Senior 4
Language Arts
General Language Component
The General Language Component has been structured and General Outcome 2
developed similarly to The Common Curriculum Framework Students will listen, speak, read, write, view and represent in
for English Language Arts, Kindergarten to Grade 12: Ukrainian to comprehend and respond personally and
Western Canadian Protocol for Collaboration in Basic critically to oral, print, visual and multimedia texts.
Education, 1998, but it has been adapted for delivery in
Ukrainian. The General Language Component provides the General Outcome 3
context and purpose for the development and use of Students will listen, speak, read, write, view and represent in
Ukrainian. Ukrainian to manage ideas and information.
The commonalities with the English Language Arts General Outcome 4
Framework facilitate an integrated, contextualized approach Students will listen, speak, read, write, view and represent in
to language learning. They also establish the essential Ukrainian to enhance the clarity and artistry of
language learnings that are common to both English communication.
language programming and Ukrainian language
programming, supporting and promoting a collaborative and General Outcome 5
integrated approach to language instruction. Students will listen, speak, read, write, view and represent in
The specific outcomes established for each grade level are Ukrainian to celebrate and build community.
intended to reflect achievement expectations to be
demonstrated in the Ukrainian language.
General Outcomes
The following five general outcomes outline the key learnings
that the General Language Component is designed to
support.
General Outcome 1
Students will listen, speak, read, write, view and represent in
Ukrainian to explore thoughts, ideas, feelings and
experiences.
13
Express ideas Develop understanding
Consider others’
ideas
General Outcome 1 Explain opinions
Students will listen, speak,
Experiment Discover and read, write, view, and Clarify and
with language z represent in Ukrainian z
Explore to explore thoughts, Extend
ideas, feelings, and Combine ideas
Express experiences.
preferences
Set goals Extend understanding
15
1.1 Discover and Explore
Kindergarten Grade 1 Grade 2 Grade 3
Express Ideas
• participate in and represent • express personal experiences • make and talk about • describe personal
a range of experiences and familiar events personal observations observations, experiences
and feelings
Consider Others’ Ideas

• participate in a range of • listen to and acknowledge • ask for others’ ideas and • consider others’ ideas and
experiences experiences and feelings observations to develop own observations to develop own
shared by others personal understanding personal understanding
Experiment with Language

• use a variety of forms to • use a variety of forms to • use a variety of forms to • experiment with language to
explore and express familiar explore and express familiar organize and give meaning express feelings, and talk
events, ideas and events, ideas and to familiar experiences, about memorable
information information ideas and information experiences and events
Express Preferences
• demonstrate enjoyment of an • express preferences for a • collect and share favourite • explain why an oral, print,
oral, print, visual or variety of oral, print, visual oral, print, visual and visual or multimedia text is
multimedia text and multimedia texts multimedia texts a personal favourite
Set Goals
• participate in teacher-led • participate in reading and • choose to read and write • develop a sense of self as
group reading activities, and writing activities reader, writer and illustrator
demonstrate reading and
writing behaviours
Students will listen, speak, read, write, view, and represent in Ukrainian to explore thoughts, ideas, feelings, and experiences
16
Grade 4 Grade 5 Grade 6
Express Ideas
• describe and reflect upon personal • use personal experiences as a basis for • use exploratory language to discover own
observations and experiences to reach exploring and expressing opinions and interpretations and share personal
tentative conclusions understanding responses

• explore connections among a variety of • seek others’ viewpoints to build on • select from others' ideas and
own and others' insights, ideas and personal responses and understanding observations to develop own thinking
responses and understanding

• explore and experiment with a variety of • explore and experiment with a variety of • explore and experiment with a variety of
forms of expression for particular forms of expression for particular forms of expression for particular
personal purposes personal purposes personal purposes
Express Preferences
• collect and explain preferences for • review a collection of favourite oral, • assess a collection of favourite oral,
particular forms of oral, print, visual, print, visual, and multimedia texts; and print, visual, and multimedia texts; and
and multimedia texts share responses to preferred forms discuss preferences for particular forms
Set Goals
• identify areas of personal • identify and discuss areas of personal • assess personal language use, and set
accomplishment in language learning accomplishment and areas for personal goals to enhance language
and use enhancement in language learning and learning and use
use
17
Grade 7 Grade 8 Senior 1
Express Ideas
• use exploratory language to discuss and • explore diverse ideas to develop • question and reflect on personal
record a variety of opinions and conclusions, opinions and understanding responses and interpretations, and apply
conclusions personal viewpoints to diverse situations
or circumstances

• compare own insights and viewpoints • integrate new understanding with • acknowledge the value of ideas and
with those of others previous viewpoints and interpretations opinions of others in exploring and
extending personal interpretations and
viewpoints

• expand self-expression in oral, print and • expand self-expression in oral, print and • expand self-expression in oral, print and
visual forms visual forms visual forms
Express Preferences
• explore oral, print, visual and • explore oral, print, visual and • explore a variety of oral, print, visual
multimedia texts multimedia texts and multimedia texts
Set Goals
• assess personal language use, and revise • describe developing abilities in personal • self-monitor growth in language learning
personal goals to enhance language language learning and use and use, using predetermined criteria
learning and use
18
Senior 2 Senior 3 Senior 4
Express Ideas
• apply exploratory language to discover • summarize and speculate on ideas, • speculate on and hypothesize about
and expand understanding and observations and opinions of self and ideas, observations and opinions
viewpoints others

• seek information to add to current • formulate and express personal • discuss personal understanding and
understanding understanding and interpretations interpretations

• expand forms of self-expression in oral, • expand forms of self-expression • expand forms of self-expression in oral,
written and visual forms written and visual forms
Express Preferences
• explore a variety of texts and genres by • explain the value of pursuing personal • experience a variety of texts and genres
various writers, artists, storytellers, and preferences for a variety of texts and by various writers, artists, storytellers,
filmmakers other than those of personal genres by various writers, artists, and filmmakers for enjoyment and
preference storytellers, and filmmakers satisfaction
Set Goals
• demonstrate confidence in personal • demonstrate self-direction, self-appraisal • demonstrate self-direction, self-appraisal
language learning and use in a variety of and open-mindedness in language and open-mindedness in language
formal and informal contexts learning and use learning and use; recognize self as a
lifelong learner
19
1.2 Clarify and Extend
Develop Understanding
• recognize connections • connect new experiences and • connect new information, • examine how new
between new experiences information with prior ideas and experiences with experiences, ideas and
and prior knowledge knowledge prior knowledge and information connect to prior
experiences knowledge and experiences
Explain Opinions
• explore new experiences and • express new experiences and • describe new experiences • explain new experiences and
ideas ideas and ideas ideas
Combine Ideas
• group ideas and information • group and sort ideas and • arrange ideas and • arrange ideas and
to make sense information to make sense information to make sense information in more than
one way to make sense for
self and others
Extend Understanding
• wonder about new ideas and • demonstrate curiosity about • ask basic questions to make • ask questions to clarify and
observations ideas and observations to sense of experiences extend understanding
make sense of experiences
20
• connect new information and experiences • reflect on prior knowledge and • use prior knowledge and experiences
with prior knowledge to construct experiences to arrive at new selectively to make sense of new
meaning in different contexts understanding information in a variety of contexts
Explain Opinions
• express new concepts and understanding • explain personal viewpoints • explain personal viewpoints, and revise
in own words previous understanding
Combine Ideas
• organize ideas and information in ways • arrange ideas and information in a • search for ways to reorganize ideas and
that clarify and shape understanding variety of ways to clarify understanding information to extend understanding
• ask questions to clarify information and • ask open-ended questions to clarify • ask a variety of questions to clarify
develop new understanding information and develop new information and develop new
understanding understanding
21
• recognize the value of connecting prior • recognize the importance of reflecting on • reflect on new understanding in relation
knowledge and experiences with new prior experiences and knowledge to to prior knowledge, and identify gaps in
knowledge and experiences to shape and revise conclusions and understanding personal knowledge
extend understanding
Explain Opinions
• summarize and represent personal • articulate, represent and explain • review and refine personal viewpoints
viewpoints in meaningful ways personal viewpoints through reflection, feedback and self-
assessment
Combine Ideas
• expand own repertoire of ways to • identify or invent personally meaningful • structure and restructure ideas and
reorganize ideas and information to ways of organizing ideas and information information in personally meaningful
extend understanding to clarify and extend understanding ways to clarify and extend
understanding
• ask specific and focused questions for • ask specific and focused questions, • consider diverse opinions, and assess
elaboration and clarification, and discuss reconsider initial understanding in light new information
experiences and understanding of new information, and listen to diverse
opinions
22
• analyze connections between new and • analyze and synthesize connections • analyze and synthesize connections
prior knowledge and ideas to clarify between new and prior knowledge, ideas between new and prior knowledge, ideas
understanding for self and others and experiences to clarify and shape and experiences to clarify and shape
understanding understanding
Explain Opinions
• reflect on changing personal viewpoints • reflect on changing personal viewpoints • reflect critically on changing viewpoints,
and anticipate possible consequences and anticipate possible consequences and identify questions and ideas that
merit further thought or reflection
Combine Ideas
• develop and use a repertoire of • expand repertoire of organizational • select and use a variety of organizational
organizational structures to clarify ideas structures to clarify ideas and structures to clarify ideas and
and information and to bring order to information and to bring order to own information and to bring order to own
own thinking thinking thinking
• ask discriminating questions to • explore divergent viewpoints for • examine and interpret alternative
interpret, evaluate and reflect on ideas relevance and validity perspectives, and arrive at and articulate
and information new understanding
23
Prior
knowledge
Experience various
Comprehension texts
strategies General Outcome 2
General Students will listen, speak, read,
Comprehension write, view, and represent in Respond to Connect self, texts,
z Ukrainian to comprehend and z and culture
Strategies respond personally and critically Texts
to oral, print, visual,
Textual cues and multimedia texts
Appreciate the artistry

Cueing systems of texts
Understand Forms
and Techniques
Forms and genres Create original texts
Techniques and elements Experiment with language

Vocabulary
25
2.1 General Comprehension Strategies
Prior Knowledge
• make connections among • make connections among • make connections among • make connections among
oral language, texts and texts, prior knowledge and texts, prior knowledge and texts, prior knowledge and
personal experiences personal experiences personal experiences personal experiences
Comprehension Strategies
• anticipate meaning from • ask basic questions to • anticipate meaning, • make and confirm
familiar print, symbols and anticipate meaning, and use recognize relationships and predictions and inferences,
images strategies to confirm draw conclusions; and use a and draw conclusions
understanding variety of strategies to
confirm understanding
Textual Cues
• recognize environmental • use textual cues, such as • use textual cues, such as • use textual cues, such as
print, symbols and images in pictures and patterns, to story models and titles, to paragraphing and
context; and recognize own construct and confirm construct and confirm indentation, to construct and
name meaning meaning confirm meaning
Cueing Systems
• recognize that text is • use semantic, morphological, • use semantic, morphological, • use semantic, morphological,
organized in specific phonological, graphophonic phonological, graphophonic phonological, graphophonic
patterns and that text and syntactic cues, such as and syntactic cues, such as and syntactic cues, such as
symbols represent sounds, initial consonants and syllabication/word families prefixes and suffixes, to
words or ideas syllabication, to construct and sight words, to construct construct and confirm word
and confirm meaning and confirm word meaning meaning in context
in context
Students will listen, speak, read, write, view, and represent in Ukrainian to comprehend and respond personally and critically
to oral, print, visual, and multimedia texts.
26
Prior Knowledge
• make and record connections among • make and record connections among • make and record connections among
personal experiences, prior knowledge personal experiences, prior knowledge personal experiences, prior knowledge
and a variety of texts and a variety of texts and a variety of texts
• confirm or reject inferences, predictions • use a variety of comprehension strategies • use comprehension strategies, such as
or conclusions based on textual to confirm understanding and self-correct interpretive language use strategies1,
information; and check and confirm appropriate to the type of text and
understanding by rereading purpose
Textual Cues2
• use textual cues to construct and confirm • use textual cues to construct and confirm • use textual cues to construct and confirm
meaning in interpreting text meaning in interpreting text meaning in interpreting text
Cueing Systems
• use semantic, morphological, • use semantic, morphological, • use semantic, morphological,
phonological, graphophonic and syntactic phonological, graphophonic and syntactic phonological, graphophonic and syntactic
cues, and a variety of print and nonprint cueing systems to construct and confirm cueing systems to construct and confirm
resources, to construct and confirm meaning; and use a dictionary to meaning; and use a variety of reference
meaning determine word meaning in context resources to determine word meaning in
context
1
For examples, refer to the interpretive language use strategies on page 86.
2
Examples of textual cues are included in the interpretive language use strategies on page 86.
27
Prior Knowledge
• make and record connections among • make and record connections among • analyze and explain connections among
previous experiences, prior knowledge previous experiences, prior knowledge previous experiences, prior knowledge
and textual material and textual material; and apply these and textual material
connections to new contexts
• use comprehension strategies • use a variety of comprehension strategies • use comprehension strategies
appropriate to the type of text and to make sense of texts and remember appropriate to the type of text and
purpose, and use a variety of strategies ideas purpose, and enhance understanding by
to remember ideas rereading and discussing relevant
passages
Textual Cues1
• use textual cues to construct and confirm • use textual cues to construct and confirm • use textual cues to construct and confirm
meaning in interpreting text meaning in interpreting text meaning in interpreting text
Cueing Systems
cueing systems to construct and confirm cueing systems to construct and confirm cueing systems to construct and confirm
meaning and interpret texts meaning and interpret texts meaning and interpret texts
1
Examples of textual cues are included in the interpretive language use strategies on page 86.
28
Prior Knowledge
• analyze and explain connections between • analyze and explain connections between • analyze and explain connections between
diverse experiences, prior knowledge and diverse experiences, prior knowledge and diverse experiences, prior knowledge and
a variety of texts a variety of texts a variety of texts
• use comprehension strategies • apply and adjust strategies for • apply and adjust strategies for
appropriate to the type of text and comprehending a variety of texts, and comprehending a variety of texts; verify
purpose, and enhance understanding by use a personal repertoire of strategies to accuracy of understanding when
rereading and discussing relevant monitor interpretations paraphrasing and summarizing ideas
passages
Textual Cues
• use textual cues and prominent • use textual cues, prominent • use textual cues, prominent
organizational patterns within texts to organizational patterns within texts and organizational patterns within texts and
confirm meaning and interpret texts stylistic techniques to construct and stylistic techniques to construct and
confirm meaning and interpret texts confirm meaning and interpret texts
Cueing Systems
cueing systems to construct and confirm cueing systems to construct and confirm cueing systems to construct and confirm
meaning and interpret texts meaning and interpret texts meaning and interpret texts
29
2.2 Respond to Texts
Experience Various Texts

• participate in shared • participate in shared • participate in shared • participate in listening,
listening, reading and listening, reading and listening, reading and reading and viewing
viewing experiences, using viewing experiences, using viewing experiences, using experiences, using texts from
texts from a variety of texts from a variety of texts from a variety of a variety of genres and
genres and cultural genres and cultural genres and cultural cultural traditions, such as
traditions, such as picture traditions, such as poems, traditions, such as legends, folk music and dance,
books, language pattern oral storytelling, pattern puppet plays, video illustrated storybooks, CD-
books/predictable books, books, audiotapes, stories programs, songs, riddles and ROMs, plays and fables
stories, photographs, rebus and cartoons informational texts
stories and illustrations
Connect Self, Texts, and

Culture
• share personal experiences • share personal experiences • describe similarities between • compare own experiences
related to oral, print, visual related to oral, print, visual experiences and traditions and traditions with those of
and multimedia texts; and and multimedia texts; and encountered in daily life and various communities and
represent the actions of talk about the actions of those portrayed in oral, cultures portrayed in oral,
people in texts people print, visual and multimedia print, visual and multimedia
texts texts
Appreciate the Artistry of

Texts
• share feelings evoked by • share feelings and moods • identify and express the • identify mood created in
oral, print, visual and evoked by oral, print, visual feelings of people in oral, oral, print, visual and
multimedia texts and multimedia texts print, visual and multimedia multimedia texts
texts
30

• experience texts from a variety of genres • experience texts from a variety of genres • experience texts from a variety of genres
and cultural traditions, with and without and cultural traditions, such as historical and cultural traditions, such as
support, such as personal narratives, fiction, myths, biographies, poetry, news autobiographies, travelogues, comics,
plays, video programs, adventure stories, reports, fantasy and guest speakers; and short films, myths, legends and dramatic
folk tales, informational texts, mysteries, share responses to these texts performances; and share responses to
poetry, CD-ROM programs and fairy these texts
tales; and share responses to these texts
Connect Self, Texts, and Culture

• identify similarities and differences • identify similarities and differences • compare the challenges and situations
between personal experiences and the between personal experiences and the encountered in own daily life with those
experiences of people from various experiences of people from various experienced by people in other times,
cultures portrayed in oral, print, visual cultures portrayed in oral, print, visual places and cultures as portrayed in oral,
and multimedia texts and multimedia texts print, visual and multimedia texts
Appreciate the Artistry of Texts

• identify words that form mental images • identify descriptive and figurative • identify and respond to descriptive and
and create mood in oral, print, visual language in oral, print, visual and figurative language in oral, print, visual
and multimedia texts multimedia texts and multimedia texts
31

• experience oral, print and other media • experience oral, print and other media • experience oral, print and other media
texts from a variety of genres and texts from a variety of genres and texts from a variety of genres and
cultural traditions, such as journals, cultural traditions, such as magazine cultural traditions, such as broadcast
short stories, poetry, letters, CD-ROM articles, journals, poetry, Internet advertisements, poetry, documentaries,
programs, mysteries, historical fiction, passages, opinion pieces, fantasy, films, electronic magazines, essays,
drawings and prints; and discuss nonfiction, advertisements and realistic fiction and folk wisdom; and
preferences photographs; and compare own interests interpret the texts
with those of others

• compare own understanding of people, • describe how similar ideas, people, • examine how personal experiences,
cultural traditions and values portrayed experiences and traditions are conveyed community traditions, and Canadian
in oral, print, visual and multimedia in various oral, print, visual and and Ukrainian perspectives are
texts with that of others multimedia texts presented in oral, print, visual and
multimedia texts

• identify descriptive and figurative • identify and respond to language and • identify and describe techniques used to
language in oral, print, visual and visual images that create mood and create mood in oral, print, visual and
multimedia texts; and discuss how it evoke emotion in oral, print, visual and multimedia texts
enhances understanding of people, multimedia texts
places, actions and events
32

• experience texts from a variety of genres • experience texts from a variety of genres • experience a range of texts from a
and cultural traditions, such as student and cultural traditions; explain various variety of genres and cultural traditions;
work, historical non-fiction, e-mail, interpretations of the same text, (for consider alternative interpretations and
computer programs, and other examples examples, refer to previous grades) evaluations, (for examples, refer to
cited in previous grades; explain previous grades)
interpretations of the text

• compare the portrayals of people, events • compare the themes portrayed in a • compare the themes and values
or perspectives from a variety of oral, variety of oral, literary and media texts; portrayed in a variety of oral, literary
literary and media texts; apply personal apply personal perspective and media texts; apply personal
perspective perspective

• discuss how word choice and supporting • examine how word choice in oral, literary • analyze how word choice and visual
details in oral, literary and media texts and media texts alters and enhances images in oral, literary and media texts
affect purpose and audience mood or meaning and affects audience create a composite meaning and effect
33
2.3 Understand Forms and Techniques
Forms and Genres

• distinguish between what is • recognize different oral, • recognize that information • recognize the distinguishing
realistic and imaginary in literary and media forms and ideas can be expressed features of a variety of forms
oral, literary and media and texts in a variety of forms and and texts
forms and texts texts
Techniques and Elements

• develop a sense of story • represent the beginning, • relate the beginning, middle • identify the sequence of
through listening, reading middle and end of oral, and end of oral, print, visual events in oral, print, visual
and viewing experiences print, visual and multimedia and multimedia texts; and and multimedia texts; the
texts; and identify identify the main character time and place in which they
characters occur; and the main and
supporting characters
Vocabulary
• demonstrate curiosity about, • experiment with parts of • explore commonalities in • build knowledge of word
and experiment with, words, word combinations word families to increase patterns and commonalities
sounds, letters, words and and word patterns vocabulary in word families
word patterns

• appreciate the sounds and • appreciate repetition, rhyme • demonstrate interest in the • identify examples of
rhythms of language and rhythm in shared sounds and rhythms of repeated sounds and poetic
language experiences words, word combinations effects that contribute to
and phrases in oral, literary enjoyment; and recognize
and media presentations humour in oral, print, visual
and multimedia texts
Create Original Texts

• create original oral and • create oral and media texts • create basic texts to • create original texts to
media texts to communicate and communicate and communicate and
demonstrate understanding demonstrate understanding demonstrate understanding
of modelled forms of modelled forms of forms and techniques
34
Forms and Genres

• identify similarities and differences • understand and use a variety of oral, • recognize and apply key characteristics
between various oral, literary and media literary and media forms and texts of various oral, literary and media genres
forms and texts

• explain connections between events and • identify key elements, including plot, • identify key elements and techniques in
roles of main characters in oral, print, setting and character; and explore oral, print, visual and multimedia texts
visual and multimedia texts techniques used in oral, print, visual and
multimedia texts, such as use of colour,
font, sound, word choice and visual
imagery
Vocabulary
• build knowledge of word patterns by • expand knowledge of words and word • identify and group words according to
identifying prefixes, suffixes and roots relationships, using a variety of sources commonalities

• recognize how words and word • experiment with words and sentence • alter words, forms and sentence patterns
combinations, such as wordplay, patterns to create word pictures, and to create new versions of texts for a
repetition and rhyme, influence or identify ways in which exaggeration is variety of purposes
convey meaning; and recognize that used to convey humour
exaggeration can be used to convey
humour

• create original texts to communicate and • create original texts to communicate and • create original texts to communicate and
demonstrate understanding of forms and demonstrate understanding of forms and demonstrate understanding of forms and
techniques techniques techniques
35
Forms and Genres

• recognize the appropriate use of various • use various forms and genres • explain preferences for particular oral,
genres according to purpose, audience appropriately, according to purpose, literary and media forms and genres for
and content audience and content specific purposes, audiences and content

• apply techniques of plot development in • analyze techniques of plot development • identify techniques of persuasion in oral,
oral, print, visual and multimedia texts; in oral, print, visual and multimedia print, visual and multimedia texts
and explore their impact texts; and describe how they interact to
create effects
Vocabulary
• apply knowledge of word patterns to • appreciate variations in language, accent • recognize uses and misuses of slang,
recognize and expand vocabulary and dialect in communities, regions and colloquialism and jargon
countries; and recognize the derivation
and use of words, phrases and jargon

• identify creative uses of language in oral, • identify creative uses of language in • analyze creative uses of language in
print, visual and multimedia texts popular culture, and explain how popular culture; and recognize how
imagery and figures of speech create tone figurative language and techniques
and mood in texts create a dominant impression, mood,
tone and style

36
Forms and Genres

• describe and apply various oral, literary • recognize and apply unique • understand how choice of genre and form
and media forms and genres characteristics of a variety of oral, affects audience response; apply
literary and media forms and genres appropriately

• examine how plot, character and setting • analyze how plot, character, setting and • evaluate how elements and techniques
contribute to an overall theme, and mood enhance meaning, and evaluate are combined to achieve the artist's
recognize the effectiveness of techniques the effectiveness of techniques used in purpose and desired effect
used in oral, literary and media texts oral, literary and media texts
Vocabulary
• examine how word usage evolves over • examine how word usage evolves over • recognize the derivation of specialized
time and culture, such as immigration, time and culture, such as archaic language and the role of culture and
history, geography, and so on language, slang, colloquialisms, jargon, invention in word creation and usage,
and so on such as computer terminology, sports,
arts and entertainment, and so on

• analyze ways in which creative uses of • evaluate ways in which creative uses of • apply creative uses of language; evaluate
language influence thought, emotion and language develop a style; evaluate the the effectiveness of literary and media
meaning; identify how symbols are used effectiveness of literary and media techniques and devices
to represent abstract ideas techniques and devices

37
Personal knowledge Identify personal and

and experience peer knowledge
Identify sources
Ask questions
General Outcome 3
Plan and read, write, view, and Select and Evaluate
z represent in Ukrainian z sources
Focus Process
to manage ideas and
Participate in information.
group inquiry
Access
information
Create and follow Make sense of
a plan information
Organize, Record,
and Assess
Organize information Develop new understanding
Record information Evaluate information
39
3.1 Plan and Focus
Personal Knowledge and

Experience
• demonstrate personal • contribute personal • record and share personal • identify and categorize
knowledge of a topic knowledge and experience of knowledge and experience of personal knowledge and
a topic to gather information a topic experience of a topic to
determine information needs
Ask Questions
• ask essential questions to • ask basic questions to satisfy • ask questions to understand • ask topic-appropriate
satisfy personal curiosity personal curiosity and a topic, and identify questions, and identify and
and information needs in the information needs information needs communicate information
classroom context needs
Participate in Group
Inquiry
• ask and answer essential • ask and answer basic • contribute information and • contribute information in
questions to satisfy group questions to satisfy group questions to assist in group group discussions to assist
curiosity and information curiosity and information understanding of a topic or in group understanding of a
needs in the classroom needs task topic or task
context
Create and Follow a Plan

• listen to and follow simple • listen actively and follow • recall and follow directions • recall and follow a
directions in the classroom directions for gathering for accessing and gathering sequential plan for accessing
context information information and gathering information
Students will listen, speak, read, write, view, and represent in Ukrainian to manage ideas and information.
40
3.1 Plan and Focus
Personal Knowledge and Experience

• categorize personal knowledge and
experience of a topic to determine • summarize personal knowledge and • summarize and focus personal
information needs experience of a topic to determine knowledge and experience of a topic to
information needs determine information needs
Ask Questions
• ask general and specific questions on • formulate general and specific questions • formulate relevant questions to focus
topics, using predetermined categories to identify information needs information needs
Participate in Group Inquiry

• identify relevant personal knowledge of a • share personal knowledge of a selected • contribute to group knowledge of topics
topic and possible categories of questions topic to help formulate relevant to help identify and focus information
and purposes for group inquiry or questions appropriate to a specific needs, sources and purposes for group
research audience and purpose for group inquiry inquiry or research
or research

• select and use a plan for gathering • gather and record information and ideas, • create and follow a plan to collect and
information using a plan record information
41
3.1 Plan and Focus

• determine personal knowledge and • determine the depth and breadth of • assess personal knowledge and
experience of a topic to generate possible personal knowledge and experience of a experience of a topic to identify possible
areas of inquiry or research topic to generate possible areas of areas of inquiry or research
inquiry or research
Ask Questions
• formulate, with guidance, a variety of • formulate, independently, relevant main • develop a variety of focused questions to
relevant questions on a topic to establish and subordinate questions on a topic to establish a purpose for gathering
a purpose for seeking information establish a purpose for gathering information
information

• contribute to group knowledge of topics • contribute ideas, knowledge and • contribute ideas, knowledge and
to help identify and focus information questions to help establish group inquiry strategies to help identify group
needs, sources and purposes for group or research focuses and purposes information needs and sources
inquiry or research

• prepare and use a plan to access • prepare and use a plan to access, gather • prepare and use a plan to access, gather
information and ideas from a variety of and record relevant information from a and evaluate information and ideas from
sources, such as teachers, peers, print variety of human, print and electronic a variety of human, print and electronic
and nonprint materials, and electronic sources sources
sources
42
3.1 Plan and Focus

• use personal expertise and that of others • reflect on own expertise and information • reflect on personal understanding and
on a topic to determine inquiry or and that of others to identify topic knowledge to determine topic interests,
research focus interests, depth of knowledge and gaps in knowledge and inquiry or
information needs for inquiry or research research objectives
Ask Questions
• develop focused inquiry or research • formulate and adjust inquiry or research • develop effective, focused inquiry or
questions to anticipate personal and questions to focus a topic and purpose research questions
audience needs on a topic

• collaborate to identify group knowledge • collaborate to identify group knowledge • collaborate to determine own knowledge
base and determine inquiry or research base and determine inquiry or research base and that of others, and determine
topic focus topic focus inquiry or research topic focus

• prepare, use and adjust an inquiry or • prepare, use and revise an inquiry or • prepare, use and revise an inquiry or
research plan as needed to access research plan, and locate, access and research plan, and locate, access,
relevant information and ideas record relevant information from a evaluate and select relevant information
independently using a variety of variety of sources independently from a variety of sources
methods
43
3.2 Select and Process
Identify Personal and Peer

Knowledge
• identify self and others as • identify and share basic • participate in group • record and share personal
sources of information personal knowledge related discussion to generate knowledge of a topic
to experiences information on a topic, and
identify sources of additional
information
Identify Sources
• seek information from others • seek information from a • answer questions, using • access information, using a
in the classroom context variety of sources oral, visual and print variety of sources
information sources
Evaluate Sources
• recognize when information • recognize when information • compare gathered ideas and • match information to inquiry
answers the questions asked answers the questions asked information with personal or research needs
knowledge
Access Information
• use visual and auditory cues • understand that library • use the specific library • use knowledge of visual and
to understand ideas and materials have a specific organizational system to auditory cues and
information organizational system, and locate information and ideas, organizational devices to
use visual and auditory cues and use visual and auditory locate and gather
to make meaning cues to make meaning information and ideas
Make Sense of Information

• use prior knowledge to make • make and check predictions, • make connections between • determine the main ideas in
sense of information using prior knowledge and prior knowledge, ideas and information, using prior
oral, visual and print text information, and oral, visual knowledge, predictions and
features to understand and print text features connections
information
44
Identify Personal and Peer Knowledge

• record and share personal knowledge of a
topic to focus inquiry or research • record, select and share personal • record personal knowledge of a topic, and
knowledge of a topic to focus inquiry or collaborate to generate information for
research inquiry or research
Identify Sources
• identify a variety of information sources • identify a variety of information sources • identify a variety of information sources
to answer inquiry or research questions to answer inquiry or research questions to answer inquiry or research questions
Evaluate Sources
• review information to determine its • review information to determine its • review information to determine its
usefulness to inquiry or research needs, usefulness to inquiry or research needs, usefulness to inquiry or research needs,
using pre-established criteria using pre-established criteria using pre-established criteria
Access Information
• use knowledge of visual and auditory • use a variety of tools to access • use a variety of tools to access
cues and organizational devices to locate information and ideas, and use visual information and ideas, and use visual
and gather a variety of information and and auditory cues to identify important and auditory cues to identify and gather
ideas information important information

• determine main and supporting ideas, • recognize organizational patterns of oral, • use organizational patterns of oral,
using prior knowledge, predictions, visual and print text; and skim, scan and visual and print text to construct
connections, inferences, and visual and listen for key words and phrases meaning; and skim, scan, listen, view
auditory cues; and locate and/or listen and read closely to gather information
for key words
45

• select and organize personal and peer • access, record and appraise personal and • access, record and appraise
knowledge of a topic to establish an peer knowledge and understanding of a personal/peer knowledge of a topic to
information base for inquiry or research topic to establish an information base for establish an information base for inquiry
inquiry or research or research
Identify Sources
• choose appropriate information sources • distinguish between information sources • identify and use information sources
to meet inquiry and research needs that present fact and opinion, when that provide a variety of perspectives,
inquiring or researching when inquiring or researching
Evaluate Sources
• use pre-established criteria to evaluate • develop and use criteria for evaluating • evaluate information sources for possible
the currency, usefulness and reliability information sources for a particular bias, using criteria designed for a
of information sources in answering inquiry or research plan particular inquiry or research plan
inquiry or research questions
Access Information
• expand and use a repertoire of skills, • recall, expand and use a variety of skills, • expand and use a variety of skills,
including visual and auditory skills, to including visual and auditory skills, to including visual and auditory skills, to
access information and ideas from a access information and ideas from a access information and ideas from a
variety of sources variety of sources variety of sources

• determine literal and implied meanings • construct meaning, using direct • identify a variety of factors, such as
of oral, visual and print texts, using a statements, implied meaning and organizational patterns of text, page
variety of strategies and cues inferences; and adjust rate of reading or layouts, font styles, colour, voice-overs
viewing according to purpose, topic, and camera angles, that affect meaning;
density of information and organizational scan to locate specific information
patterns of text quickly; and summarize, report and
record main ideas of extended oral,
visual and print texts
46

• access, record and appraise personal • access, record and appraise personal • identify personal knowledge of a topic;
expertise on an inquiry or research topic; expertise on an inquiry or research topic; design projects to generate additional
initiate inquiry or research, using pre- focus inquiry or research according to knowledge and ideas
established criteria pre-established organization of a project
Identify Sources
• identify a range of diverse information • identify a range of information sources • identify a range of diverse forms of
sources to satisfy inquiry or research on an inquiry or research topic information sources to satisfy
needs information needs
Evaluate Sources
• evaluate the quality of information • evaluate the reliability and credibility of • evaluate potential information sources
sources and perspectives for a particular information sources for breadth, depth, reliability, validity
inquiry or research plan and accessibility
Access Information
• expand and use a variety of skills to • use a combination of information • use information retrieval knowledge and
access information and ideas from a retrieval knowledge and skills for skills to access and make sense of
variety of sources particular topics and purposes; expand information; create personalized
and use a variety of skills to access strategies to accomplish a task based on
information and ideas from a variety of time available and depth of topic
sources

• identify a variety of factors that affect • identify and analyze a variety of factors • identify and analyze a variety of factors
meaning, and use effective listening, that affect meaning, skim and scan for that affect meaning, and listen, read and
reading and viewing techniques required information, and use effective view actively for themes, main ideas and
listening, reading and viewing supporting details of speakers and
techniques writers
47
3.3 Organize, Record, and Assess
Organize Information
• categorize objects and • identify and categorize • categorize related • organize and explain
visuals according to information according to information and ideas, using information and ideas, using
similarities and differences similarities, differences and a variety of strategies a variety of strategies, such
sequences as clustering, categorizing
and sequencing
Record Information
• represent and share • represent and express key • record key facts and ideas in • record facts and ideas, using
information and ideas facts and ideas in visual own words, and identify a variety of strategies; and
form or with words titles and writers of sources list authors and titles of
sources
Evaluate Information
• share information gathered • use gathered information as • examine gathered • determine, with teacher
on a specific topic a basis for communication information, with teacher guidance, whether collected
guidance, to decide what to information is sufficient or
share or omit inadequate for the
established purpose
Develop New Understanding

• participate in information- • recall, share and record • recall, discuss and record • use gathered information
gathering experiences information-gathering information-gathering and questions to review and
experiences in visual or text experiences add to knowledge
form
48
• organize information and ideas in logical • organize information and ideas into • organize information and ideas, using a
sequences, using a variety of strategies categories, using a variety of strategies variety of strategies and techniques
Record Information
• record facts and ideas, using a variety of • record key words, phrases and images by • record information in own words, cite
strategies; and list authors and titles of subtopics; and cite authors and titles of authors and titles appropriately, and
sources sources appropriately provide publication dates of sources
• analyze collected information to identify • recognize gaps in the information • recognize gaps in the information
categories or aspects of a topic that need gathered, and locate additional gathered; and locate additional
more information information needed information needed for a particular form,
audience and purpose

• use gathered information and questions • determine information needs during the • assess knowledge gained through the
to review and add to knowledge, and inquiry or research process, and discuss inquiry or research process, form
consider new questions regarding the and assess inquiry or research personal conclusions, and generate new
inquiry or research process and content experiences questions for further inquiry or research
49
• organize information and ideas in order • organize information and ideas by • organize information and ideas by
of priority, according to topic and task selecting or developing categories developing and selecting appropriate
requirements appropriate to a particular topic and categories and organizational structures
purpose
Record Information
• summarize major ideas and supporting • make notes using headings and • summarize and record information in a
details in point form, and reference subheadings or graphic organizers variety of forms, paraphrasing and/or
sources using a consistent format appropriate to a topic, and reference quoting relevant facts and opinions; and
sources using a consistent format reference sources using a consistent
format
• recognize gaps in the information • assess the appropriateness of the amount • distinguish between main and
gathered; and locate additional and quality of information collected; and supporting information to evaluate
information needed for a particular form, recognize and address information gaps usefulness, relevance and completeness;
audience and purpose for particular forms, audiences and and address information gaps for
purposes particular forms, audiences and
purposes

• assess knowledge gained through the • organize new information and connect it • reflect on new knowledge and its value
inquiry or research process, form to prior knowledge, and reflect on the to self, and determine personal inquiry
personal conclusions, and generate new impact of new information on the inquiry and research strengths and learning
questions for further inquiry or research or research process goals
50
• organize and reorganize information and • develop flexibility and independence in • organize information and ideas according
ideas in a variety of forms for different organizing information and ideas, using to topic, purpose, form of presentation
purposes a variety of strategies selected for and final product
specific purposes
Record Information
• record information and ideas, using a • record and summarize facts and • record and summarize information and
variety of organizational structures information from a variety of sources; perspectives from a variety of sources
appropriate to purpose, and reference reference sources and presentation forms
sources
• evaluate collected information for • evaluate collected information for • evaluate collected information for
completeness, accuracy, relevance and completeness, accuracy, currency and completeness, accuracy, currency,
effectiveness, and address information relevance for particular forms, audiences relevance and effectiveness for particular
gaps for particular forms, audiences and and purposes forms, audiences and purposes
purposes

• integrate new information with prior • synthesize a variety of perspectives; • evaluate the contribution of new
knowledge to form new ideas; reflect on consider alternative methods of reaching information to personal knowledge base;
implications of conclusions inquiry or research goals self-assess inquiry, research, authoring
and presentation skills
51
Appraise own
and others’ work
Generate ideas
Revise
content
General Outcome 4
Choose Generate and read, write, view, and Enhance and Enhance
forms z represent in Ukrainian z legibility
Focus Improve
to enhance the clarity
and artistry of
communication. Enhance
artistry
Organize ideas
P
Enhance presentation
re
to
ns
se
d
nt
en
io
Sh
nt
tt
an
ar
A
ve
d
e
on
Grammar Attentive listening

C
and usage and viewing

z z
Spelling Effective oral and visual

communication
Punctuation and Share ideas and
capitalization information
53
Generate Ideas
• share ideas from personal • contribute ideas from • generate and contribute • generate and contribute
experiences personal experiences for ideas on particular topics for ideas on particular topics for
oral, print and visual texts oral, print and visual texts oral, print and visual texts
Choose Forms
• participate in shared text • share ideas and experiences, • share ideas and experiences, • use a variety of text forms
experiences using simple text forms using various text forms for for particular audiences and
particular audiences purposes
Organize Ideas
• recognize that ideas • organize visuals to express • organize visuals and print to • arrange ideas in own oral,
expressed in oral language ideas and tell stories express ideas and tell stories print and visual texts, using
can be represented and organizers
recorded
Students will listen, speak, read, write, view, and represent in Ukrainian to enhance the clarity and artistry of communication.
54
Generate Ideas
• generate and contribute ideas on
particular topics for oral, print and • focus a topic for oral, print and visual • focus a topic for oral, print and visual
visual texts, using a variety of strategies texts, using a variety of strategies texts, using a variety of strategies
Choose Forms • use a variety of text forms for particular • use a variety of text forms for particular
• use a variety of text forms for particular audiences and purposes audiences and purposes
audiences and purposes
Organize Ideas
• develop and arrange ideas in own oral, • develop and arrange ideas in own oral, • use listening, reading and viewing
print and visual texts, using organizers print and visual texts, using a variety of experiences as models for organizing
organizers ideas in own oral, print and visual texts
55
Generate Ideas
• experiment with various ways to • consider form and audience when • use a variety of techniques to generate
generate ideas and focus a topic generating ideas and focusing a topic and select ideas for oral, print and visual
texts
Choose Forms
• compose text, using appropriate forms • compose text, using appropriate forms • compose text, using appropriate forms
that match content, audience and that match content, audience and that match content, audience and
purpose purpose purpose
Organize Ideas
• identify and use appropriate • identify and use a variety of • identify and use a variety of
organizational patterns in own oral, organizational patterns in own oral, organizational patterns in own oral,
print and visual texts print and visual texts; and compose print and visual texts; and use
appropriate introductions and transitional features
conclusions
56
Generate Ideas
• synthesize ideas from personal • generate, evaluate and select ideas to • consider personal needs and topic,
experiences and other sources to focus a achieve personal communication purpose and audience when generating
topic purposes; choose a form appropriate to ideas
audience and purpose
Choose Forms
• use a variety of forms* to match content, • use and adapt a variety of forms* to • use a variety of forms* appropriate to
audience and purpose match content, audience and purpose identified content, audience and purpose
Organize Ideas
• experiment with more than one • use organizational structures and • understand the importance of organizing
organizational structure for own oral, techniques encountered in listening, oral, written and visual texts to achieve
written and visual texts reading and viewing experiences to specific purposes; organize appropriately
enhance own oral, written and visual
texts
57
4.2 Enhance and Improve
Appraise Own and Others’

Work
• participate in the sharing of • talk about own creations and • talk about own creations and • share own stories and
own creations and those of those of others, using basic, those of others, using creations with peers, and
others common expressions common expressions respond to questions or
comments
Revise Content
• express lack of • ask simple questions to • ask basic questions to clarify • revise own ideas to
understanding clarify meaning ideas accommodate new ideas and
information
Enhance Legibility
• trace and copy letters, and • form recognizable letters; • strive for consistency in • print or write letters legibly;
explore letter keys on the and use letters, numbers letter size and shape, print and space words
keyboard and basic function keys on letters in the correct appropriately, both
the keyboard direction, and use the manually and using a
keyboard to produce text keyboard
Enhance Artistry
• use familiar words to • use familiar words or simple • experiment with words and • experiment with words and
describe ideas sentences to describe ideas sentence patterns, with simple sentence patterns
support
Enhance Presentation
• use visuals to express ideas, • use familiar words with • combine illustrations and • combine illustrations and
feelings and information visuals to express ideas, simple print texts to express print texts to express ideas,
feelings and information ideas, feelings and feelings and information
information
58
Appraise Own and Others’ Work

• share own stories and creations in • share own stories and creations in • share with peers own stories and
various ways; and provide feedback to various ways; and give support and offer creations in various ways; and give
peers, with guidance feedback to peers, using preestablished support and offer feedback to peers,
criteria using preestablished criteria
Revise Content
• revise text to focus on main ideas and • revise text to create an interesting • revise text for content, organization and
relevant information impression, and check for sequence of clarity
ideas
• write legibly and at a pace appropriate to
Enhance Legibility context and purpose when composing
• write legibly, using a handwriting style • write legibly, and use word processing and revising; and select and use a
that is consistent in alignment, shape when composing and revising variety of design elements, such as
and spacing; and experiment with the spacing, graphics, titles and headings,
use of templates and familiar software when appropriate
when composing and revising
Enhance Artistry
• select from a range of word choices, and • choose descriptive language and sentence • choose descriptive language and use
use simple sentence patterns to patterns to clarify and enhance ideas varied sentence lengths and structures to
communicate ideas and information clarify and enhance ideas
• prepare neat and organized • prepare organized compositions and • prepare organized compositions,
compositions, reports and charts that reports, using sound effects and visuals, presentations, reports, and inquiry or
engage the audience such as graphs, charts and diagrams, research projects, using templates or pre-
that engage the audience established organizers
59

• share own work in a variety of ways; and • share and discuss particular qualities of • share own work in a variety of ways;
appraise particular aspects of own work samples from own collection of work; and appraise own work and that of others,
and that of others, using pre-established accept and provide constructive using appropriate criteria; and suggest
criteria suggestions for revising own work and revisions to own work and that of others,
that of others using a variety of strategies
Revise Content
• revise text to create effective sentences • revise text to enhance meaning and • review a previous draft, and revise it to
that convey content clearly effect refine communication and enhance self-
expression
Enhance Legibility
• determine the appropriateness of • format for legibility and effect when • format for legibility and effect, use word
handwriting or word processing for a composing and revising, and enhance the processing effectively and efficiently
particular task, when composing and coherence of documents when composing and revising, and
revising; and combine print and visuals combine print and visuals from various
when engaged in desktop publishing sources when engaged in desktop
publishing
Enhance Artistry
• select words to enhance clarity and • select appropriate words and sentence • identify figures of speech, and select
artistry, and use varied sentence lengths patterns during revision to enhance appropriate words and sentence patterns
and structures clarity and artistry during revision to enhance clarity and
artistry
• prepare compositions, reports, and • prepare compositions, reports, • prepare compositions, presentations,
inquiry or research projects, using a presentations, and inquiry or research reports, and inquiry or research projects
variety of text organizers projects, using a variety of text with adequate detail and effective
organizers organization for audience understanding
60

• share own work in a variety of forums, • share own work in a variety of forums, • share own work in a variety of forums,
and appraise own work and respond to and respond to and appraise own ideas, and respond to and appraise the
the work of others, using pre-established language use and forms and those of effectiveness of own work and that of
criteria others relative to purpose and audience others
Revise Content
• create a dominant impression, and • use words that are precise, use vivid • apply communication styles for a variety
recognize a variety of communication adjectives and adverbs, and experiment of purposes, such as dramatic effect,
styles appropriate in both public and with figurative language personal introduction and formal debate,
personal contexts and use precise and appropriate
language in context
Enhance Legibility
• use desktop publishing to adapt, combine • use a combination of technological and • use a combination of technological and
and create documents nontechnological forms to create nontechnological forms to publish and
multimedia presentations and create multimedia presentations
documents
Enhance Artistry
• analyze drafts and revise to enhance • analyze drafts and revise to ensure • analyze drafts and revise to ensure
clarity of expression coherence and unity unity, emphasis and coherence
• prepare compositions, presentations, • use a variety of styles and formats for • use logical and persuasive language, and
reports, essays and inquiry or research descriptive, narrative and expository incorporate information into a variety of
projects in an effective order and with compositions, and use research to forms and styles for effective, creative
adequate detail support and enhance description expression of ideas, feelings and
information
61
4.3 Attend to Conventions
Grammar and Usage

• check for complete • check for complete • check for complete • edit a text to ensure it
sentences, with guidance sentences; and make sentences, and make includes complete sentences
sentences complete, with sentences complete
guidance
Spelling
• connect sounds with letters • copy familiar words • spell familiar words, using • spell familiar words, using a
basic strategies and variety of strategies and
resources resources
Capitalization and
Punctuation
• recognize some basic writing • imitate basic writing • use basic writing • use basic writing
conventions conventions conventions conventions when editing
and proofreading
62
Grammar and Usage

• edit for complete sentences and to • identify and eliminate sentence • identify and eliminate sentence
eliminate unnecessary repetition of fragments fragments and run-on sentences
words
Spelling
• recognize spelling conventions in learned • recognize spelling conventions in learned • apply spelling conventions, using
vocabulary, using a variety of strategies, vocabulary, using a variety of spelling appropriate strategies and patterns
resources and spelling patterns patterns when editing and proofreading; when editing and proofreading; and use
and predict the spelling of unfamiliar a variety of resources to determine the
words, using a variety of resources to spelling of familiar and unfamiliar words
confirm correctness
Capitalization and Punctuation

• use basic writing conventions when • use writing conventions when editing • apply writing conventions in sentences,
editing and proofreading and proofreading titles, headings, salutations and
addresses when editing and proofreading
63
Grammar and Usage

• edit for basic grammatical accuracy • edit for basic grammatical accuracy and • edit for basic grammatical accuracy,
to eliminate unnecessary repetition of sentence variety, word choice and style
words and ideas appropriate to audience and purpose
Spelling
• apply spelling conventions to familiar • apply spelling conventions to familiar • apply various spelling conventions, and
and unfamiliar words; and use and unfamiliar words; and use use a variety of resources when editing
appropriate resources when editing and appropriate resources when editing and and proofreading
proofreading proofreading

• apply writing conventions in a variety of • apply writing conventions in dialogues • apply writing conventions in references
sentence structures when editing and and quotations when editing and to sources when editing and proofreading
proofreading proofreading
64
Grammar and Usage

• edit for basic grammatical accuracy, • proofread for errors in language usage • adjust grammatical structures to ensure
appropriate style and emphasis for and grammar clarity and achieve desired style and
intended audience and purpose form
Spelling
• know and apply spelling conventions • know and apply spelling conventions • know and apply spelling conventions
consistently, and monitor for correctness consistently when editing and consistently when editing and
when editing and proofreading, using proofreading, and manipulate vocabulary proofreading, and manipulate vocabulary
appropriate resources and spelling conventions for stylistic and spelling conventions for stylistic
effect effect

• know and apply writing conventions in • know and apply writing conventions for • know and apply writing conventions for
headings, subheadings and stylistic effect when editing and effect when editing and proofreading
bibliographies when editing and proofreading
proofreading
65
4.4 Present and Share
Share Ideas and Information

• use illustrations and other • share information and ideas • share information and ideas • share information and ideas
materials to share in a brief presentation to a on a topic with a familiar on a topic with a familiar
information and ideas familiar audience, and use audience, and clarify audience, and clarify
illustrations and other information by responding to information by responding to
materials to aid the basic questions questions
presentation
Effective Oral and Visual

Communication
• express and represent ideas • share information and ideas • present information and • present information and
through various media and with a group ideas ideas in an appropriate form
forms
Attentive Listening and

Viewing
• demonstrate active listening • demonstrate active listening • demonstrate attentive • demonstrate appropriate
and viewing behaviours and viewing behaviours audience behaviours audience behaviours
66

• present information and ideas on a topic • prepare and share information on a • prepare and share information on a
to engage a familiar audience, using a topic, using print and nonprint aids to topic, using print, audiovisual and
pre-established plan; and use print and engage and inform a familiar audience dramatic forms to engage the audience
nonprint aids to enhance the
presentation

Communication
• describe and explain information and • use gestures and facial expressions to • use appropriate volume, phrasing,
ideas to a particular audience; and select enhance oral presentations, use intonation, presentation space and
and use appropriate volume, intonation emphasis and appropriate pacing, and nonverbal cues, such as body language
and nonverbal cues arrange presentation space to focus and facial expressions, to enhance
audience attention communication
Attentive Listening and Viewing

• demonstrate appropriate audience • show respect for the presenter, through • demonstrate critical listening and
behaviours, and show respect for the active listening and viewing behaviours viewing behaviours, and show respect for
presenter the presenter
67

• facilitate small-group activities and • plan and facilitate small-group activities • plan and conduct peer-involved class
short, whole-class sessions to share and short, whole-class sessions to share activities or discussions to share
information on a topic, using pre- information on a topic, using a variety of individual inquiry or research and
established active learning strategies, engaging methods, such as understanding on a topic
such as role-plays, language games and presentations, role-plays and visual aids
simulations
• explain, share and present orally, using
Effective Oral and Visual conventions of public speaking in a • choose vocabulary, voice production
Communication variety of settings, such as small-group factors and nonverbal cues to
• present short oral presentations and presentations and whole-class communicate effectively to a variety of
reports, using verbal and nonverbal cues, presentations; and use visual aids to audiences; and use a variety of media
such as diction, pacing, presence, facial enhance the effectiveness of oral and display techniques to enhance the
expressions and gestures, to focus presentations effectiveness of oral presentations
audience attention and project emotion
appropriate to the subject and point of
view

• demonstrate critical listening and • demonstrate critical listening and • demonstrate critical listening and
viewing behaviours, and show respect for viewing behaviours, and show respect for viewing behaviours, and show respect for
the presenter the presenter the presenter
68

• plan and present sessions on particular • plan and present or facilitate sessions on • organize and conduct class sessions on a
topics, using a variety of techniques particular topics, using a variety of specific topic, using various strategies
techniques

Communication
• communicate meaning, emphasis and • use voice production factors and • select, adapt and shape language and
mood effectively; organize language for nonverbal cues to communicate meaning, presentation formats appropriate to
specific purposes, audiences and mood and interest, use tone and tempo specific subjects, purposes, audiences
occasions; apply conventions of public for dramatic effect, give prepared talks and occasions
speaking in a variety of settings from notes or memory, participate
effectively in interviews, and participate
in personal and public communication,
such as giving speeches and reading
poetry

• demonstrate critical listening and • demonstrate critical listening and • demonstrate critical understanding of
viewing behaviours, and show respect for viewing behaviours, and show respect for presentation purpose
the presenter the presenter
69
Share and Cooperate with others

compare responses
Relate texts Work in groups

to culture
General Outcome 5
Develop and Celebrate read, write, view, and Encourage, Support,
z z
Community represent in Ukrainian and Work with Others
to celebrate and build
Appreciate Use language to
community.
diversity show respect
Celebrate special Evaluate group

occasions process
71
5.1 Develop and Celebrate Community
Share and Compare

Responses
• represent and draw about • tell and draw about self and • tell, draw and write about • record ideas and
self and family family self, family and community experiences, and share them
with others
Relate Texts to Culture

• listen actively to stories, and • listen to stories from oral, • explore similarities among • compare ideas within stories
demonstrate curiosity print, visual and multimedia stories from oral, print, from oral, print, visual and
texts from different visual and multimedia texts multimedia texts from
communities from different communities different communities
Appreciate Diversity
• connect aspects of stories to • connect aspects of stories • connect aspects of stories • connect situations portrayed
personal feelings and and characters to personal and characters to personal in oral, print, visual and
experiences feelings and experiences feelings and experiences multimedia texts to personal
experiences
Celebrate Special Occasions

• contribute to group • share ideas and experiences • participate in shared • participate in language
experiences to create and to create and celebrate language experiences to experiences to acknowledge
celebrate celebrate individual and and celebrate individual
class achievements and and class achievements and
cultural events cultural events
Students will listen, speak, read, write, view, and represent in Ukrainian to celebrate and build community.
72
Share and Compare Responses

• understand relationships between own • acknowledge differing responses to • compare own ways of responding and
ideas and experiences and those of others common experiences thinking with those of others

• examine ideas within stories from oral, • discuss ideas, events and figures within • explore cultural representations in oral,
print, visual and multimedia texts from stories from oral, print, visual and print, visual and multimedia texts from
various communities multimedia texts from various various communities
communities
• connect portrayals of individuals or • connect the experiences of individuals in • connect the thoughts, feelings and
situations in oral, print, visual and oral, print, visual and multimedia texts experiences of individuals in oral, print,
multimedia texts to personal experiences to personal experiences visual and multimedia texts to personal
experiences

• use language appropriate in tone and • select and use language appropriate in • select and use appropriate language and
form when participating in classroom tone and form to recognize and honour forms to acknowledge special events and
and school activities people and events honour accomplishments in and beyond
the school
73

• demonstrate growing self-confidence • express personal reactions to a variety of • recognize that differing perspectives and
when expressing and sharing thoughts, experiences and texts, and acknowledge unique reactions enrich understanding
ideas and feelings the reactions of others

• explain ways in which oral, print, visual • compare ways in which oral, print, visual • recognize ways in which oral, print,
and multimedia texts reflect topics and and multimedia texts from a variety of visual and multimedia texts capture
themes in life cultures explore similar ideas specific elements of a culture or period in
history
• interpret the choices and motives of • compare the choices and behaviours of • reflect on ways in which the choices and
individuals encountered in oral, print, individuals presented in oral, print, motives of individuals encountered in
visual and multimedia texts; and visual and multimedia texts with oral, print, visual and multimedia texts
examine how they relate to self and personal choices, values and behaviours provide insight into those of self and
others others

• use appropriate language to participate • explore various ways in which language • participate in celebrating special events,
in public events, occasions or is used across cultures, age groups and and recognize the important and
celebrations genders to honour and celebrate people significant influence of language
and events
74

• recognize and act upon the importance of • identify situations that require • recognize that communication influences
respecting evidence, truth and views of discussion to achieve mutual knowledge and personal reflections
others when discussing, describing or understanding and act accordingly
recording experiences

• recognize and discuss ways in which • recognize and discuss the impact of • analyze ways in which cultural and
oral, literary and media texts reflect historical setting, culture and literary social experiences shape personal
cultural and attitudinal influences tradition on a variety of oral, literary responses to oral, literary and media
and media texts texts
• analyze the role of language and oral, • analyze how language and oral, literary • analyze how language and oral, literary
literary and media texts in revealing and and media texts define personal roles and media texts reflect and affect the
explaining the human condition and experiences human condition

• participate in using language to mark • recognize and use the influence of • analyze how language reflects and
special events and occasions, and language to signify the importance of shapes human experiences
recognize that language performs a special events that celebrate human
symbolic and ceremonial function experiences
75
5.2 Encourage, Support, and Work with Others
Cooperate with Others

• participate in group • work in partnerships and • cooperate in small groups • cooperate in a variety of
activities groups partnership and group
structures
Work in Groups
• demonstrate attentiveness • take turns sharing • contribute related ideas and • ask others for their ideas,
in group activities information and ideas information in whole-class and express interest in their
and small-group activities contributions
Use Language to Show

Respect
• recognize variations in • recognize that individuals • adjust own language use for • appreciate variations in
language use adjust language use for different situations language use in a variety of
different situations contexts in the immediate
community
Evaluate Group Process

• help others and ask others • find ways to be helpful to • acknowledge the • understand how class
for help others achievements of others members help each other
76

• appreciate that everyone in a group has • distinguish between on-task and off-task • assist group members to maintain focus
to work together to achieve group tasks, ideas and behaviours in a group, and and complete tasks
and act accordingly stay on task
Work in Groups
• take roles and share responsibilities as • assume the responsibilities for various • select and assume roles to assist in the
group members group roles achievement of group goals
Use Language to Show Respect

• show consideration for those whose • demonstrate sensitivity to appropriate • demonstrate sensitivity to appropriate
ideas, abilities and language use differ language use when communicating orally language use and tone when
from own communicating orally

• show appreciation and offer constructive • assess group process, using checklists; • assess own contributions to group
feedback to peers, and seek support from and determine areas for development process; set personal goals for enhancing
group members work with others; and monitor group
process, using checklists
77

• contribute to group efforts to reach • engage in dialogue to understand the • recognize the importance of effective
consensus or conclusions feelings and viewpoints of others, and communication in working with others
contribute to group harmony
Work in Groups
• present group conclusions or findings to • plan, organize and participate in • organize and complete group tasks
classmates presentations of group findings effectively

• respect diverse languages, ideas, texts • demonstrate respect for other people's • use inclusive language and actions that
and traditions; and recognize language, history and culture support people across races, cultures,
contributions of self, peers and the genders, ages and abilities
community

• evaluate group process and personal • evaluate the quality of own contributions • establish and use criteria to evaluate
contributions according to pre- to group process, and set goals and plans group process and personal
established criteria for development contributions, and propose suggestions
for development
78

• make and encourage contributions that • build and maintain cooperative • demonstrate flexibility in working with
advance a group's ideas or thinking relationships with others, and engage in others, engage in self-initiated peer
peer coaching learning situations, and recognize the
merits and limitations of group work
Work in Groups
• present group ideas and findings • demonstrate facility in functioning as a • explain differences in roles between that
effectively to unfamiliar audiences group member and a group leader of group leader and that of group
member in a variety of situations

• use communication that supports • support group members in addressing • recognize and monitor personal role in
balanced, fair and accurate portrayals of exploitative or discriminatory situations, creating and sustaining a positive
people across races, cultures, genders, and explore and value diverse learning community
ages and abilities perspectives

• identify areas where others may require • monitor and assess personal efforts and • demonstrate accountability as an
support and monitor own ability to products regularly within a group individual and as a group member
provide needed support context
79
LANGUAGE ARTS
SPECIFIC LANGUAGE COMPONENT
Language Arts
Specific Language Component
The Specific Language Component provides the linguistic may not be effective for another person, or may not be
elements of the Ukrainian language that students are suitable in a different situation. For this reason it is not
expected to acquire at various grade levels. The linguistic particularly useful to say that students should be aware of, or
elements that are addressed include the sound-symbol able to use, a specific strategy in a particular grade.
system, lexicon, grammatical elements, mechanical features Consequently, the specific outcomes describe the students'
and discourse features. The Specific Language Component knowledge of and ability to use general types of strategies.
also provides descriptors of proficiency at each grade level in More specific strategies for each general category or type are
the areas of listening, speaking, reading, writing, viewing included in the comprehensive list of strategies below. The
and representing, as well as outcomes to support specific strategies provided in the comprehensive list are not
sociocultural/sociolinguistic competence and strategic prescriptive but are provided as an illustration of how the
learning. general strategies in the specific outcomes might be
developed.
The Specific Language Component is intended to outline the
linguistic skills that students will need to achieve the Teachers need to know and be able to demonstrate a broad
outcomes in the General Language Component. The two range of strategies from which students are then able to
components are interrelated and are intended to be delivered choose in order to communicate effectively. Strategies of all
in an integrated manner. kinds are best taught in the context of learning activities
where students can apply them immediately and then reflect
Strategies in the Specific Language Component are grouped
on their use.
under three cluster headings-language learning strategies,
language use strategies and general learning strategies. Each Comprehensive List of Strategies
of the strands under these cluster headings deals with a Language Learning Strategies
specific category of strategy. Language learning and general
learning strategies are categorized as cognitive, Cognitive
metacognitive and social/affective. The language use • listen attentively
strategies are organized by communicative mode: interactive, • perform actions to match words of a song, story or rhyme
interpretive, productive.
• learn short rhymes or songs, incorporating new vocabulary
The strategies that students choose depend on the task they or sentence patterns
are engaged in as well as on other factors, such as their • imitate sounds and intonation patterns
preferred learning style, personality, age, attitude and
• memorize new words by repeating them silently or aloud
cultural background. Strategies that work well for one person
• seek the precise term to express meaning
83
• repeat words or phrases in the course of performing a Metacognitive

language task • check copied writing for accuracy
• make personal dictionaries • make choices about how you learn
• experiment with various elements of the language • rehearse or role-play language
• use mental images to remember new information • decide in advance to attend to the learning task
• group together sets of things-vocabulary, structures-with • reflect on learning tasks with the guidance of the teacher
similar characteristics
• make a plan in advance about how to approach a language
• identify similarities and differences between aspects of the learning task
Ukrainian language and English
• reflect on the listening, reading and writing process
• look for patterns and relationships
• decide in advance to attend to specific aspects of input
• use previously acquired knowledge to facilitate a learning
• listen or read for key words
task
• evaluate own performance or comprehension at the end of a
• associate new words or expressions with familiar ones,
task
either in Ukrainian or in English
• keep a learning log
• find information, using reference materials like
dictionaries, textbooks and grammars • experience various methods of language acquisition, and
identify one or more considered to be particularly useful
• use available technological aids to support language
personally
learning; e.g., cassette recorders, computers
• be aware of the potential of learning through direct
• use word maps, mind maps, diagrams, charts or other
exposure to the language
graphic representations to make information easier to
understand and remember • know how strategies may enable coping with texts
containing unknown elements
• place new words or expressions in a context to make them
easier to remember • identify problems that might hinder successful completion
of a task, and seek solutions
• use induction to generate rules governing language use
• monitor own speech and writing to check for persistent
• seek out opportunities outside of class to practise and
errors
observe
• be aware of own strengths and weaknesses, identify own
• perceive and note down unknown words and expressions,
needs and goals, and organize strategies and procedures
noting also their context and function
accordingly
84
Social/Affective Language Use Strategies

• initiate or maintain interaction with others Interactive
• participate in shared reading experiences • use words from own first language or English to get
• seek the assistance of a friend to interpret a text meaning across; e.g., use a literal translation of a phrase in
the first language, use a first language word but pronounce
• reread familiar self-chosen texts to enhance understanding
it as in Ukrainian
and enjoyment
• acknowledge being spoken to
• work cooperatively with peers in small groups
• interpret and use a variety of nonverbal clues to
• understand that making mistakes is a natural part of
communicate; e.g., mime, pointing, gestures, drawing
language learning
pictures
• experiment with various forms of expression, and note
• indicate lack of understanding verbally or nonverbally; e.g.,
their acceptance or nonacceptance by more experienced
raised eyebrows, blank look
speakers
• ask for clarification or repetition when the message has not
• participate actively in brainstorming and conferencing as
been understood
prewriting and postwriting exercises
• use the other speaker's words in subsequent conversation
• use self-talk to feel competent to do the task
• assess feedback from a conversation partner to recognize
• be willing to take risks, and try unfamiliar tasks and
when the message has not been understood; e.g., raised
approaches
eyebrows, blank look
• repeat new words and expressions occurring in own
• start again, using a different tactic, when communication
conversations, and make use of these new words and
breaks down
expressions as soon as appropriate
• use a simple word similar to the concept to convey, and
• reduce anxiety by using mental techniques, such as
invite correction
positive self-talk or humour
• invite others into the discussion
• work with others to solve problems, and get feedback on
tasks • ask for confirmation that a form used is correct
• provide personal motivation by arranging own rewards • use a range of fillers, hesitation devices and gambits to
when successful sustain conversations
• use circumlocution to compensate for lack of vocabulary
• repeat part of what someone has said to confirm mutual
understanding
• summarize the point reached in a discussion to help focus
the talk
85
• ask follow-up questions to check for understanding Productive

• use suitable phrases to intervene in a discussion • mimic what the teacher says
• self-correct if errors lead to misunderstandings • use nonverbal means to communicate
Interpretive • copy what others say or write
• use gestures, intonation and visual supports to aid • use words visible in the immediate environment
comprehension • use resources to increase vocabulary
• make connections between texts on the one hand and prior • use familiar repetitive patterns from stories, songs, rhymes
knowledge and personal experience on the other or media
• use illustrations to aid reading comprehension • use illustrations to provide detail when producing own
• determine the purpose of listening texts
• listen or look for key words • use various techniques to explore ideas at the planning
stage, such as brainstorming or keeping a notebook or log
• listen selectively based on purpose
of ideas
• make predictions about what is expected to be heard or
• use knowledge of sentence patterns to form new sentences
read, based on prior knowledge and personal experience
• be aware of and use the steps of the writing process:
• use knowledge of the sound-symbol system to aid reading
prewriting (gathering ideas, planning the text, researching,
comprehension
organizing the text), writing, revision (rereading, moving
• infer probable meanings of unknown words or expressions pieces of text, rewriting pieces of text), correction
from contextual clues (grammar, spelling, punctuation), publication (reprinting,
• prepare questions or a guide to note down information adding illustrations, binding)
found in a text • use a variety of resources to correct texts; e.g., personal
• use key content words or discourse markers to follow an and commercial dictionaries, checklists, grammars
extended text • take notes when reading or listening to assist in producing
• reread several times to understand complex ideas own text
• summarize information gathered • revise and correct final version of text
• assess own information needs before listening, viewing or • use circumlocution and definition to compensate for gaps in
reading vocabulary
• use skimming and scanning to locate key information in • apply grammar rules to improve accuracy at the correction
texts stage
• compensate for avoiding difficult structures by rephrasing
86
General Learning Strategies • reflect upon own thinking processes and how you learn
Cognitive • decide in advance to attend to the learning task
• classify objects and ideas according to their attributes; e.g., • divide an overall learning task into a number of subtasks
red objects and blue objects, or animals that eat meat and • make a plan in advance about how to approach a task
animals that eat plants
• identify own needs and interests
• use models
• manage the physical environment in which you have to
• connect what is already known with what is being learned work
• experiment with and concentrate on one thing at a time • keep a learning journal, such as a diary or a log
• focus on and complete learning tasks • develop criteria for evaluating own work
• record key words and concepts in abbreviated form-verbal, • work with others to monitor own learning
graphic or numerical-to assist with performance of a
• take responsibility for planning, monitoring and evaluating
learning task
learning experiences
• use mental images to remember new information
Social/Affective
• distinguish between fact and opinion when using a variety
of sources of information • watch others’ actions and copy them
• formulate key questions to guide research • seek help from others
• make inferences, and identify and justify the evidence on • follow own natural curiosity and intrinsic motivation to
which these inferences are based learn
• use word maps, mind maps, diagrams, charts or other • participate in cooperative group learning tasks
graphic representations to make information easier to • choose learning activities that enhance understanding and
understand and remember enjoyment
• seek information through a network of sources, including • be encouraged to try, even though mistakes might be made
libraries, the Internet, individuals and agencies • take part in group decision-making processes
• use previously acquired knowledge or skills to assist with a • use support strategies to help peers persevere at learning
new learning task tasks; e.g., offer encouragement, praise, ideas
Metacognitive • take part in group problem-solving processes
• reflect on learning tasks with the guidance of the teacher • use self-talk to feel competent to do the task
• choose from among learning options • be willing to take risks, and try unfamiliar tasks and
• discover how own efforts can affect learning approaches
87
• monitor own level of anxiety about learning tasks, and take

measures to lower it if necessary; e.g., deep breathing,
laughter
• use social interaction skills to enhance group learning
activities
General Outcome
The following general outcome outlines the key learnings
that the Specific Language Component is designed to
support.
General Outcome 6
Students will acquire Ukrainian to understand and
appreciate languages, and use Ukrainian confidently and
competently in a variety of situations for communication,
personal satisfaction and further learning.
88
Reading Writing Variations in

Idiomatic Social
language
expressions conventions
Speaking Viewing
Register Nonverbal
Listening Representing communication
z z
s /
pe gui ral
nc tic
om lin ltu
La
C
e
o u
ng eten
om
ci oc
ua ce
te
So oci
p
ge
S
Sound-symbol system
C
Cognitive
Lexicon General Outcome 6
Students will acquire Ukrainian to
understand and appreciate languages,
Grammatical Linguistic Language Learning
z and use Ukrainian confidently and z Metacognitive
elements Elements competently in a variety of Strategies
situations for communication,
personal satisfaction, and
Mechanical features
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affective
Discourse features
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89
6.1 Linguistic Elements
Sound-Symbol System
• listen to, identify and begin • listen to, identify and • use, orally and in writing, • use the Ukrainian alphabet
to produce basic sounds of produce basic sounds of the the Ukrainian alphabet- accurately, orally and in
the Ukrainian language Ukrainian language; and consonants and vowels writing-phonemes, double
connect some sounds to the consonants and blends
appropriate symbols
Lexicon
• repeat and recognize basic • use simple vocabulary and • experiment with and use • use vocabulary and
vocabulary and expressions expressions in daily vocabulary and expressions expressions appropriately in
used in daily situations in situations in a variety of contexts in various situations in the
the immediate environment the classroom and school classroom and school
environment environment
Grammatical Elements
• use, in modelled situations, • use, in modelled situations, • use, in modelled situations, • use, in modelled situations,
the following grammatical the following grammatical the following grammatical the following grammatical
elements: elements: elements: elements:
Students will acquire Ukrainian to understand and appreciate languages, and use Ukrainian confidently and competently
in a variety of situations for communication, personal satisfaction, and further learning.
90
Sound-Symbol System
• apply knowledge of the Ukrainian • apply knowledge of the Ukrainian • apply knowledge of the Ukrainian
alphabet accurately in a variety of alphabet accurately in unfamiliar alphabet consistently and accurately in
contexts, orally and in reading and contexts, orally and in reading and familiar and unfamiliar contexts
writing writing
Lexicon
• use vocabulary and expressions • use vocabulary and expressions • recognize that one word may have
appropriately in a variety of classroom appropriately in a variety of classroom, multiple meanings, and recognize that
and school contexts, and experiment with school and community contexts various words and expressions may
vocabulary and expressions in express the same idea
community contexts
• use, in modelled situations, the • use, in modelled situations, the • use, in modelled situations, the
following grammatical elements: following grammatical elements: following grammatical elements:
91
Sound-Symbol System
• apply knowledge of the Ukrainian • apply knowledge of the Ukrainian • apply knowledge of the Ukrainian
alphabet consistently and accurately in a alphabet consistently and accurately in a alphabet consistently and accurately in a
variety of contexts variety of contexts variety of contexts
Lexicon
• use multiple words or phrases to express • select the most appropriate or effective • select the most appropriate or effective
the same idea words or phrases to express ideas words or phrases to express ideas
accurately
92
Sound-Symbol System
• accurately apply knowledge of the • accurately apply knowledge of the • accurately apply knowledge of the
Ukrainian sound-symbol system in a Ukrainian sound-symbol system in a Ukrainian sound-symbol system in a
variety of contexts variety of contexts variety of contexts
Lexicon
• improve the effectiveness of messages by • use vocabulary and expressions with • use vocabulary and expressions with
independently accessing needed increasing accuracy and appropriateness increasing accuracy, appropriateness and
vocabulary in a variety of contexts effectiveness in a variety of contexts
93
• use, in modelled situations, • use, in modelled situations, • use, in modelled situations, • use, in modelled situations,
the following grammatical the following grammatical the following grammatical the following grammatical
elements: elements: elements: elements:
94
95
following grammatical elements: following grammatical elements: following grammatical eleme
*Modelled Situations: This term is used to describe learning situations where a model
of specific linguistic elements is consistently provided and immediately available.
Students in such situations will have an emerging awareness of the linguistic elements
and be able to apply them in very limited situations. Limited fluency and confidence
characterize student language.
Examples include:
• using sample dialogues which are read to the students by the teacher
• the teacher modelling sentence patterns to the students which they may repeat after
the teacher; e.g., greeting-response
• the student following a written example of a repeated sentence or grammar pattern
96
• use, in modelled situations, the
following grammatical elements:
*Modelled Situations: This term is used to describe learning situations where a model
of specific linguistic elements is consistently provided and immediately available.
Students in such situations will have an emerging awareness of the linguistic elements
and be able to apply them in very limited situations. Limited fluency and confidence
characterize student language.
Examples include:
• using sample dialogues which are read to the students by the teacher
• the teacher modelling sentence patterns to the students which they may repeat after
the teacher; e.g., greeting-response
• the student following a written example of a repeated sentence or grammar pattern
97
• use, in structured • use, in structured • use, in structured • use, in structured
situations, the following situations, the following situations, the following situations, the following
grammatical elements: grammatical elements: grammatical elements: grammatical elements:
98
• use, in structured situations, the • use, in structured situations, the • use, in structured situations, the
99
100
101
• use, in structured • use, in structured • use, in structured • use, in structured
situations, the following situations, the following situations, the following situations, the following
102
103
*Structured Situations: This term is used to describe learning situations where a familiar context for the use of
specific linguistic elements is provided and students are guided in their use. Students in such situations will have
increased awareness and emerging control of the linguistic elements and be able to apply them in familiar contexts with
teacher guidance. Student language is characterized by increasing fluency and confidence.
Examples include:
• When discussing a familiar topic, the language used for students is known and understood. If there is a guest speaker
invited to discuss the topic, the speaker may have an accent which the students are familiar with. The speaker will
speak using vocabulary the students know well.
• When reading a story, there are illustrations to help the reader comprehend the meaning of the written text. The
topic, vocabulary, and the grammar elements within the story are familiar to the student.
• When teaching a specific grammar element, it is reviewed and practised with teacher guidance and direction.
104
*Structured Situations: This term is used to describe learning situations where a familiar context for the use of
specific linguistic elements is provided and students are guided in their use. Students in such situations will have
increased awareness and emerging control of the linguistic elements and be able to apply them in familiar contexts with
teacher guidance. Student language is characterized by increasing fluency and confidence.
Examples include:
• When discussing a familiar topic, the language used for students is known and understood. If there is a guest speaker
invited to discuss the topic, the speaker may have an accent which the students are familiar with. The speaker will
speak using vocabulary the students know well.
• When reading a story, there are illustrations to help the reader comprehend the meaning of the written text. The
topic, vocabulary, and the grammar elements within the story are familiar to the student.
• When teaching a specific grammar element, it is reviewed and practised with teacher guidance and direction.
105
• use, independently and • use, independently and • use, independently and • use, independently and
consistently, the following consistently, the following consistently, the following consistently, the following
Note: Grammatical elements that students are able to use independently

and consistently are to be maintained for the duration of the student’s
bilingual programming.
106
• use, independently and consistently, • use, independently and consistently, • use, independently and consistently,
the following grammatical elements: the following grammatical elements: the following grammatical elements:
Note: Grammatical elements that

students are able to use
independently and consistently are
to be maintained for the duration of
the student’s bilingual programming.
107
*Independently and consistently: This term is used to

describe learning situations where students use specific
linguistic elements in a variety of contexts with limited
teacher guidance. Students in such situations will have
consistent control of the linguistic elements and be able to
apply them in a variety of contexts with limited teacher
guidance. Fluency and confidence characterize student
language.
Examples include:
• A Grade 6 student should be able to describe his
favourite friends and their past times freely and with a
high level of language proficiency with another student.
• A Grade 5 student should be able to use personal
pronouns and indicate choices correctly, freely, and with
confidence in written and oral contexts.
Note: Grammatical elements that students are able to use independently and consistently are to be maintained for the
duration of the student’s bilingual programming.
108
*Independently and consistently: This term is used to describe learning situations where students
use specific linguistic elements in a variety of contexts with limited teacher guidance. Students in such
situations will have consistent control of the linguistic elements and be able to apply them in a variety of
contexts with limited teacher guidance. Fluency and confidence characterize student language.
Examples include:
• A Grade 6 student should be able to describe his favourite friends and their past times freely and with
a high level of language proficiency with another student.
• A Grade 5 student should be able to use personal pronouns and indicate choices correctly, freely, and
with confidence in written and oral contexts.
Note: Grammatical elements that students are able to use independently and consistently are to be maintained for the
duration of the student’s bilingual programming.
109
6.2 Language Competence
Listening
• listen and respond to basic • listen to and understand • listen to and understand • listen to and understand a
phrases in the learning simple oral sentences in the simple oral sentences in a series of oral sentences or a
environment learning environment variety of familiar situations short oral presentation on a
familiar topic in structured
situations
Speaking
• repeat and create simple, • produce, orally, simple • produce, spontaneously and • produce, spontaneously or
patterned oral phrases in sentences in structured with guidance, simple oral with guidance, a series of
the learning environment situations sentences in a variety of interrelated ideas on a
familiar situations familiar topic
Reading
• recognize some letters • recognize and understand • read and understand simple • read and understand a
simple words in structured words and sentences in series of sentences or a short
situations structured situations text on a familiar topic in
structured situations
Writing
• copy letters • copy simple words and • produce, with guidance, • produce, spontaneously or
sentences simple words and sentences with guidance, simple texts
on familiar topics on a familiar topic in
Viewing
• view and respond to familiar • view and understand simple, • view and understand simple, • view and understand simple
events and representations familiar events and familiar events and events and representations
in the learning environment representations in the representations
learning environment
Representing
• imitate and create simple • create simple • use a variety of forms to • use a variety of forms to
representations of familiar representations of familiar create simple create representations of
ideas, events and ideas, events and representations of ideas, ideas, events and
information information events and information information
110
Listening
• listen to and understand a short oral or • listen to and understand the main points • listen to and understand the main points
media presentation on a familiar topic in of an oral or media presentation on a of a lengthy oral or media presentation
structured and unstructured situations familiar topic in structured and on a familiar topic in structured and
unstructured situations unstructured situations
Speaking
• produce, spontaneously and/or with • produce a prepared or spontaneous oral • produce a prepared or spontaneous oral
guidance, a short oral presentation on a presentation on a familiar topic in a presentation on a familiar topic in a
familiar topic in a structured situation structured situation structured or unstructured situation
Reading
• read and understand the main idea of • read and understand the main idea and • read and understand the main idea and
texts dealing with familiar topics in supporting details of texts dealing with a supporting details of lengthy texts
structured and unstructured situations familiar topic in structured situations dealing with a familiar topic in
Writing
• produce, spontaneously or with guidance, • produce, spontaneously or with guidance, • produce, spontaneously or with
simple texts on familiar topics in texts on familiar topics in structured preparation, lengthy texts dealing with
structured and unstructured situations and unstructured situations familiar topics in structured and
unstructured situations
Viewing
• view and understand a variety of simple • view and understand a series of simple • view and understand events and/or
events and/or representations events and/or representations representations within and beyond the
school context
Representing
• create multiple representations of the • create multiple representations of the • create multiple representations of ideas,
same familiar ideas, events and/or same ideas, events and/or information events and/or information, using a
information variety of forms
111
Listening
• listen to and understand the main points • listen to and understand the main points • listen to and understand the main points
of lengthy oral or media presentations on of oral presentations containing simple and some supporting details of oral
a variety of familiar topics in structured and complex ideas and dealing with a presentations containing simple and
and unstructured situations variety of familiar topics in structured complex ideas and dealing with a variety
and unstructured situations of familiar topics in a variety of
situations
Speaking
• produce a prepared or spontaneous oral • produce a spontaneous oral presentation • produce prepared or spontaneous oral
presentation on a familiar topic in on a familiar or unfamiliar topic, and presentations on familiar and unfamiliar
structured and unstructured situations produce a prepared oral presentation on topics in a variety of structured and
an unfamiliar topic in structured and unstructured situations
unstructured situations
Reading
• read and understand a lengthy series of • read and understand texts containing • read and understand texts containing
interrelated ideas dealing with a familiar simple and complex ideas on a variety of simple and complex ideas on familiar
topic in structured and unstructured familiar topics in structured and and unfamiliar topics
situations unstructured situations
Writing
• produce, spontaneously and/or with • produce, spontaneously, a lengthy series • organize and develop ideas cohesively on
preparation, a lengthy series of simple of simple and complex ideas on a variety familiar and unfamiliar topics,
and complex ideas on a familiar topic in of familiar topics in structured and spontaneously and/or with preparation
structured and unstructured situations unstructured situations
Viewing
• view and understand complex • view and understand complex • view and understand a variety of
representations of familiar ideas, events representations of ideas, events and complex representations of ideas, events
and information information and information
Representing
• create complex representations of • create complex representations of ideas, • use a variety of forms to create complex
familiar ideas, events and information events and information representations of ideas, events and
information
112
Listening
• understand main points and supporting • understand main points and supporting • understand main points and supporting
details of oral lectures, presentations details of oral lectures, presentations details of oral lectures, presentations
and media on familiar topics, and and media on familiar and unfamiliar and media on familiar and unfamiliar
representing familiar speaking styles topics and representing familiar and topics, representing familiar and
some unfamiliar speaking styles unfamiliar speaking styles
Speaking
• present and support thoughts and ideas • present and support thoughts and ideas • present and support thoughts and ideas
on familiar topics with coherence on familiar and on familiar and unfamiliar topics with
unfamiliar topics spontaneity, coherence and effectiveness
Reading
• understand main points and supporting • understand main points and supporting • understand main points and supporting
details of texts on familiar topics, details of texts of varying complexity on details of texts of varying complexity on
ranging from simple to complex ideas familiar and unfamiliar topics familiar and unfamiliar topics
Writing
• with preparation, organize and develop • organize and develop ideas, mainly with • spontaneously organize and develop
ideas coherently and effectively in preparation, coherently and effectively ideas coherently and effectively in
writing on a range of topics in writing on a range of topics writing on a range of topics
Viewing
• view and understand a variety of • view and understand a variety of • view and understand a variety of
complex representations of ideas, events complex representations of ideas, events complex representations of ideas, events
and/or information and/or information and/or information
Representing
• create effective representations of ideas, • create coherent and effective • create coherent and effective
events and information representations of ideas, events and representations of a variety of ideas,
information events and information
113
6.3 Sociocultural/Sociolinguistic Competence
Register
• speak at a volume • respond to tone of voice • distinguish between formal • recognize that some topics,
appropriate to classroom and informal situations words or intonations are
situations inappropriate in certain
contexts
Idiomatic Expressions
• imitate age-appropriate • imitate age-appropriate • understand and use some • understand and use a
idiomatic expressions idiomatic expressions simple idiomatic expressions variety of simple idiomatic
as set phrases expressions as set phrases
Variations in Language
• experience a variety of • experience a variety of • acknowledge individual • accept individual differences
voices; e.g., male and female, voices; e.g., male and female, differences in speech in speech
young and old young and old
Social Conventions
• imitate simple routine social • use basic social expressions • use basic politeness • use appropriate oral forms of
interactions appropriate to the classroom conventions address for people frequently
encountered
Nonverbal Communication
• imitate some common • understand the meaning of • experiment with using some • recognize that some
nonverbal behaviours used and imitate some common simple nonverbal means of nonverbal behaviours may
in Ukrainian culture nonverbal behaviours used communication be inappropriate in certain
in Ukrainian culture contexts
114
Register
• experiment with formal and informal • use formal and informal language in • identify socially appropriate language in
uses of language in familiar contexts familiar situations specific situations
• use learned idiomatic expressions in new • use learned idiomatic expressions to • use learned idiomatic expressions
contexts enhance communication correctly in new contexts
• experience a variety of accents and • experience regional variations in • recognize some common regional
variations in speech language variations in language
Social Conventions
• recognize verbal behaviours that are • recognize simple social conventions in • recognize important social conventions in
considered impolite informal conversations everyday interactions
• recognize appropriate nonverbal • use appropriate nonverbal behaviours in • use appropriate nonverbal behaviours in
behaviours for people frequently a variety of familiar contexts a variety of familiar contexts
encountered
115
Register
• explore formal and informal uses of • use suitable, simple formal language in a • explore differences in register between
language in a variety of contexts variety of contexts spoken and written texts
• use learned idiomatic expressions in a • examine the role of idiomatic • identify influences on idiomatic
variety of contexts expressions in culture expressions, such as region, age,
occupation
• recognize influences resulting in • recognize influences resulting in • recognize influences resulting in
variations in language variations in language variations in language
Social Conventions
• interpret the use of social conventions • interpret and use important social • interpret and use appropriate oral and
encountered in oral and print texts conventions in interactions written forms of address with a variety
of audiences
• recognize nonverbal behaviours that are • avoid nonverbal behaviours that are • recognize a variety of nonverbal
considered impolite considered impolite communication techniques in a variety of
contexts
116
Register
• identify differences in register between • adjust language to suit audience and • use the appropriate level of formality
spoken and written texts purpose with a variety of people in a variety of
contexts
• interpret unfamiliar idiomatic • explore and interpret idiomatic • interpret unfamiliar and use learned
expressions in a variety of contexts expressions in popular, contemporary idiomatic expressions appropriately in a
culture variety of situations
• identify some common regional or other • experiment with some variations in • adapt to some variations in language
variations in language language
Social Conventions
• use politeness conventions in a variety of • use politeness conventions in a variety of • interpret and use a variety of social
contexts contexts conventions in a variety of situations
• use non-verbal communication • use non-verbal communication • interpret and use a variety of non-verbal
techniques in a variety of contexts techniques in a variety of contexts communication techniques in a variety of
contexts
117
6.4 Language Learning Strategies
Cognitive
• use simple cognitive • use simple cognitive • use simple cognitive • use a variety of simple
strategies, with guidance, to strategies, with guidance, to strategies, with guidance, to cognitive strategies, with
enhance language learning; enhance language learning; enhance language learning; guidance, to enhance
e.g., listen attentively, e.g., memorize new words by e.g., learn short rhymes or language learning; e.g.,
perform actions to match repeating them silently or songs, incorporating new make personal dictionaries,
words of a song, story or aloud vocabulary or sentence experiment with various
rhyme patterns, imitate sounds and elements of the language
intonation patterns
Metacognitive
• use simple metacognitive • use simple metacognitive • use simple metacognitive • use a variety of simple
strategies, with guidance, to strategies, with guidance, to strategies, with guidance, to metacognitive strategies,
enhance language learning; enhance language learning; enhance language learning; with guidance, to enhance
e.g., reflect on learning tasks e.g., make choices about how e.g., rehearse or roleplay language learning; e.g.,
with the guidance of the they learn with the guidance language decide in advance to attend
teacher of the teacher to the learning task
Social/Affective
• use simple social and • use simple social and • use simple social and • use a variety of simple social
affective strategies, with affective strategies, with affective strategies, with and affective strategies, with
guidance, to enhance guidance, to enhance guidance, to enhance guidance, to enhance
language learning; e.g., language learning; e.g., language learning; e.g., seek language learning; e.g.,
imitate or model interaction participate in patterned the assistance of a friend to reread familiar self-chosen
with others reading experiences interpret a text texts to enhance
understanding and
enjoyment
Further examples of language learning strategies are available on pages 83 to 85.
118
Cognitive
• identify and use a variety of cognitive • identify and use a variety of cognitive • identify and use a variety of cognitive
strategies to enhance language learning; strategies to enhance language learning; strategies to enhance language learning;
e.g., use mental images to remember new e.g., group together sets of things e.g., look for patterns and relationships,
information, repeat words or phrases in (vocabulary, structures) with similar use previously acquired knowledge to
the course of performing a language task characteristics, identify similarities and facilitate a learning task
such as echo acting differences between aspects of the
Ukrainian language and their own
language (punctuation, rules of
capitalization)
Metacognitive
• identify and use a variety of • identify and use a variety of • identify and use a variety of
metacognitive strategies to enhance metacognitive strategies to enhance metacognitive strategies to enhance
language learning; e.g., make a plan in language learning; e.g., reflect on the language learning; e.g., listen or read for
advance about how to approach a listening, reading and writing process, key words, monitor own speech and
language learning task check copied writing for accuracy writing to check for persistent errors
Social/Affective
• identify and use a variety of social and • identify and use a variety of social and • identify and use a variety of social and
affective strategies to enhance language affective strategies to enhance language affective strategies to enhance language
learning; e.g., work cooperatively with learning; e.g., understand that making learning; e.g., participate actively in
peers in small groups mistakes is a natural part of language brainstorming and conferencing as
learning, experiment with various forms prewriting and postwriting exercises
of expression
119
Cognitive
• select and use a variety of cognitive • select and use a variety of cognitive • select and use appropriate cognitive
strategies to enhance language learning; strategies to enhance language learning; strategies to enhance language learning
e.g., associate new words or expressions e.g., find information using reference in a variety of situations; e.g., use word
with familiar ones, either in the materials like dictionaries, textbooks and maps, mind maps, diagrams, charts or
Ukrainian language or in their own grammars, use available technological other graphic representations to make
language aids to support language learning information easier to understand and
remember
Metacognitive
• select and use a variety of metacognitive • select and use a variety of metacognitive • select and use appropriate metacognitive
strategies to enhance language learning; strategies to enhance language learning; strategies to enhance language learning
e.g., evaluate own performance or e.g., experience various methods of in a variety of situations; e.g., know how
comprehension at the end of a task, keep language acquisition and identify one or strategies may enable coping with texts
a learning log, be aware of the potential more that are particularly useful containing unknown elements
of learning through direct exposure to personally
the language
Social/Affective
• select and use a variety of social and • select and use a variety of social and • select and use appropriate social and
learning; e.g., use self-talk to feel learning; e.g., be willing to take risks, try learning in a variety of situations; e.g.,
competent to do the task unfamiliar tasks and approaches repeat new words and expressions that
occur in conversations in which they
participate, make use of these new
words and expressions as soon as
appropriate
120
Cognitive
• select and use appropriate cognitive • effectively use appropriate cognitive • effectively use appropriate cognitive
strategies to enhance language learning strategies to enhance language learning strategies to enhance language learning
in a variety of situations, such as place in a variety of situations, such as use in a variety of contexts, such as perceive
new words or expressions in a context to induction to generate rules governing and note down unknown words and
make them easier to remember, and so language use, seek out opportunities expressions, noting also their context
on outside of class to practise and observe, and function, and so on
and so on
Metacognitive
• select and use appropriate metacognitive • effectively use appropriate metacognitive • effectively use appropriate metacognitive
strategies to enhance language learning strategies to enhance language learning strategies to enhance language learning
in a variety of situations, such as in a variety of situations, such as in a variety of contexts, such as be aware
identify problems that might hinder monitor their own speech and writing to of their own strengths and weaknesses,
successful completion of a task and seek check for persistent errors, and so on identify their own needs and goals, and
solutions, and so on organize their strategies and procedures
accordingly, and so on
Social/Affective
• select and use appropriate social and • effectively use appropriate social and • effectively use appropriate social and
learning in a variety of situations, such learning in a variety of situations, such learning in a variety of contexts, such as
as reduce anxiety by using mental as work with others to solve problems, provide personal motivation by
techniques, and so on get feedback on tasks, and so on arranging rewards for themselves when
successful, and so on
121
6.5 Language Use Strategies
Interactive
• use simple interactive • use simple interactive • use simple interactive • use a variety of simple
strategies, with guidance; strategies, with guidance; strategies, with guidance; interactive strategies, with
e.g., use words from their e.g., interpret and use a e.g., indicate lack of guidance; e.g., ask for
first language to get their variety of nonverbal clues to understanding verbally or clarification or repetition
meaning across, communicate nonverbally when they do not
acknowledge being spoken to understand
Interpretive
• use simple interpretive • use simple interpretive • use simple interpretive • use a variety of simple
strategies, with guidance; strategies, with guidance; strategies, with guidance; interpretive strategies, with
e.g., use gestures, intonation e.g., make connections e.g., use illustrations to aid guidance; e.g., determine the
and visual supports to aid between texts and prior reading comprehension purpose of listening, listen
comprehension knowledge and personal or look for key words
experience
Productive
• use simple productive • use simple productive • use simple productive • use a variety of simple
strategies, with guidance; strategies, with guidance; strategies, with guidance; productive strategies, with
e.g., mimic what the teacher e.g., copy what others say or e.g., use familiar repetitive guidance; e.g., use
says, use nonverbal means write, use words that are patterns from stories, songs, illustrations to provide
to communicate visible in the immediate rhymes or media detail when producing their
environment own texts
Further examples of language use strategies are available on pages 85 to 86.
122
Interactive
• identify and use a variety of interactive • identify and use a variety of interactive • identify and use a variety of interactive
strategies; e.g., use the other speaker's strategies; e.g., assess feedback from strategies; e.g., start again using a
words in subsequent conversation conversation partner to recognize when different tactic when communication
the message has not been understood breaks down, use a simple word similar
to the concept they want to convey and
invite correction
Interpretive
• identify and use a variety of interpretive • identify and use a variety of interpretive • identify and use a variety of interpretive
strategies; e.g., listen selectively based strategies; e.g., use morphological cues to strategies; e.g., infer probable meaning of
on purpose, make predictions about what aid reading comprehension unknown words or expressions from
they expect to hear or read based on contextual clues
prior knowledge and personal experience
Productive
• identify and use a variety of productive • identify and use a variety of productive • identify and use a variety of productive
strategies; e.g., use various techniques to strategies; e.g., use knowledge of strategies; e.g., be aware of and use the
explore ideas at the planning stage in sentence patterns to form new sentences steps of the writing process
graphic organizers
123
Interactive
• select and use a variety of interactive • select and use a variety of interactive • select and use appropriate interactive
strategies; e.g., invite others into the strategies; e.g., use a range of fillers, strategies in a variety of situations; e.g.,
discussion, ask for confirmation that a hesitation devices and gambits to sustain repeat part of what someone has said to
form used is correct conversations, use circumlocution to confirm mutual understanding
compensate for lack of vocabulary
Interpretive
• select and use a variety of interpretive • select and use a variety of interpretive • select and use appropriate interpretive
strategies; e.g., prepare questions or a strategies; e.g., use key content words or strategies in a variety of situations; e.g.,
guide to note down information found in discourse markers to follow an extended reread several times to understand
the text text complex ideas
Productive
• select and use a variety of productive • select and use a variety of productive • select and use appropriate productive
strategies; e.g., use resources to increase strategies; e.g., take notes when reading strategies in a variety of situations; e.g.,
vocabulary or listening to assist in producing their use a variety of resources to correct texts
own text
124
Interactive
• select and use appropriate interactive • effectively use appropriate interactive • effectively use appropriate interactive
strategies in a variety of situations, such strategies in a variety of situations, such strategies in a variety of contexts, such
as summarize the point reached in a as ask follow-up questions to check for as use suitable phrases to intervene in a
discussion to help focus the talk, and so understanding, and so on discussion, self-correct if errors lead to
on misunderstandings, and so on
Interpretive
• select and use appropriate interpretive • effectively use appropriate interpretive • effectively use appropriate interpretive
as summarize information gathered, and as assess their own information needs as use skimming and scanning to locate
so on before listening, viewing or reading, and key information in texts, and so on
so on
Productive
• select and use appropriate productive • effectively use appropriate productive • effectively use appropriate productive
as proof read and edit final version of as use circumlocution and definition to as compensate for avoiding difficult
text, apply grammar rules to improve compensate for gaps in vocabulary, and structures by rephrasing, and so on
accuracy at the correction stage, and so so on
on
125
6.6 General Learning Strategies
Cognitive
• use simple cognitive • use simple cognitive • use simple cognitive • use simple cognitive
strategies to enhance strategies to enhance strategies to enhance strategies to enhance
general learning; e.g., general learning; e.g., use general learning; e.g., general learning; e.g.,
classify objects and ideas models connect what they already experiment with and
according to their attributes know with what they are concentrate on one thing at
learning a time
Metacognitive
• use simple metacognitive • use simple metacognitive • use simple metacognitive • use simple metacognitive
strategies to enhance strategies to enhance strategies to enhance strategies to enhance
general learning; e.g., reflect general learning; e.g., choose general learning; e.g., general learning; e.g., decide
on learning tasks, such as from among learning options discover how their efforts in advance to attend to the
role playing, with the can affect their learning learning task
guidance of the teacher
Social/Affective
• use simple social and • use simple social and • use simple social and • use simple social and
affective strategies to affective strategies to affective strategies to affective strategies to
enhance general learning; enhance general learning; enhance general learning; enhance general learning;
e.g., watch others' actions e.g., seek help from others e.g., follow their natural e.g., participate in
and copy them curiosity and intrinsic cooperative group learning
motivation to learn tasks
Further examples of general learning strategies are available on pages 87 to 88.
126
Cognitive
• identify and use a variety of cognitive • identify and use a variety of cognitive • · identify and use a variety of cognitive
strategies to enhance general learning; strategies to enhance general learning; strategies to enhance general learning;
e.g., focus on and complete learning e.g., record key words and concepts in e.g., look for patterns and relationships
tasks abbreviated form-verbal, graphic or like verb endings
numerical-to assist with performance of
a learning task
Metacognitive
• identify and use a variety of • identify and use a variety of • identify and use a variety of
metacognitive strategies to enhance metacognitive strategies to enhance metacognitive strategies to enhance
general learning; e.g., divide an overall general learning; e.g., make a plan in general learning; e.g., identify their own
learning task into a number of subtasks, advance about how to approach a task needs and interests
with guidance
Social/Affective
• identify and use a variety of social and • identify and use a variety of social and • identify and use a variety of social and
affective strategies to enhance general affective strategies to enhance general affective strategies to enhance general
learning; e.g., choose learning activities learning; e.g., encourage themselves to learning; e.g., take part in group
that enhance understanding and try even though they might make decision-making processes
enjoyment mistakes
127
Cognitive
• select and use a variety of cognitive • select and use a variety of cognitive • select and use appropriate cognitive
strategies to enhance general learning; strategies to enhance general learning; strategies to enhance general learning in
e.g., distinguish between fact and e.g., formulate key questions to guide a variety of situations; e.g., make
opinion when using a variety of sources research inferences, identify and justify the
of information evidence on which their inferences are
based
Metacognitive
• select and use a variety of metacognitive • select and use a variety of metacognitive • select and use appropriate metacognitive
strategies to enhance general learning; strategies to enhance general learning; strategies to enhance general learning in
e.g., manage the physical environment in e.g., keep a learning journal such as a a variety of situations; e.g., work with
which they have to work diary or a log others to monitor their own learning
Social/Affective
• select and use a variety of social and • select and use a variety of social and • select and use appropriate social and
learning; e.g., use support strategies to learning; e.g., take part in group learning in a variety of situations; e.g.,
help peers persevere at learning tasks problem-solving processes take risks, try unfamiliar tasks and
approaches
128
Cognitive
• select and use appropriate cognitive • select and use appropriate cognitive • 1. effectively use appropriate cognitive
strategies to enhance general learning in strategies to enhance general learning in strategies to enhance general learning in
a variety of situations, such as use word a variety of situations, such as seek a variety of contexts, such as use
maps, mind maps, diagrams, charts or information through a network of previously acquired knowledge or skills
other graphic representations to make sources including libraries, the world to assist with a new learning task, and
information easier to understand and wide web, individuals and agencies, and so on
remember, and so on so on
Metacognitive
• select and use appropriate metacognitive • select and use appropriate metacognitive • effectively use appropriate metacognitive
strategies to enhance general learning in strategies to enhance general learning in strategies to enhance general learning in
a variety of situations, such as develop a variety of situations, such as reflect a variety of contexts, such as take
criteria for evaluating their own work, upon their thinking processes and how responsibility for planning, monitoring
and so on they learn, and so on and evaluating learning experiences, and
so on
Social/Affective
• select and use appropriate social and • select and use appropriate social and • effectively use appropriate social and
learning in a variety of situations, such learning in a variety of situations, such learning in a variety of contexts, such as
as use self-talk to make themselves feel as monitor their level of anxiety about use social interaction skills to enhance
competent to do the task, and so on learning tasks and take measures to group learning tasks, and so on
lower it if necessary, and so on
129
LANGUAGE ARTS
CULTURE
Culture
The Culture section supports the development of a positive General Outcome
self-concept, a strong self-identity as a bilingual/multicultural The following general outcome outlines the key learnings
learner and a positive identification with Ukrainian language that the Culture section is designed to support.
and culture. This section provides opportunities for the
exploration of the Ukrainian culture from the perspectives of General Outcome 7
historical elements, contemporary elements, diversity and Students will explore, understand, appreciate and value
change. It promotes the development of a sense of Ukrainian culture in Canada and the world for personal
community, an understanding of similarities and differences growth, enrichment and satisfaction and for participating in
among people, and an appreciation for personal contributions and contributing to an interdependent and multicultural
to society. It also is designed to help students develop an global society.
understanding of global interrelatedness and
interdependence, as well as cultural sensitivity, and to Note: Additional outcomes that deal with cultural content
support their preparation for effective participation in the may be found elsewhere in this program of studies, including
global marketplace and workplace. sections under General Outcome 5, as well as under cluster
heading 6.3 Sociocultural/Sociolinguistic Competence.
The Culture section is intended to be integrated with
language learning, as well as learnings related to other
subject areas, and is an essential part of daily activities in
Ukrainian bilingual programming. This program of studies
divides the Language Arts and Culture sections for ease of
use only.
While Ukrainian cultural learning is unquestionably best
conducted in Ukrainian, certain concepts may be too complex
to be undertaken in the language. On such occasions, limited
and judicious use of English may be resorted to in order to
facilitate learning.
133
Understanding Historical
self-identity elements
Developing
positive self-identity Contemporary
General Outcome 7
Students will explore, understand,
elements
appreciate, and value Ukrainian culture
Self- in Canada and the world for personal Ukrainian
z growth, enrichment, and satisfaction,
z
Identity Culture
and for participating in and contributing
to an interdependent and
Valuing Ukrainian multicultural society.
language and Diversity
culture
Valuing bilingualism/ Change

multiculturalism
Building
Community
z
Positive group membership Appreciating similarity
Appreciating diversity Contributing to community
135
7.1 Self-Identity
Understanding Self-Identity
• represent self and family • tell and draw about self and • express own self-concept, • explore and examine various
family, and appreciate own and extend that sources of information for
uniqueness understanding to include development of own self-
new ideas and perspectives concept
Developing Positive Self-

Identity
• recognize own importance as • understand and accept own • understand own place and • understand own strengths
a person importance as a person importance in the home and and abilities
school
Valuing Ukrainian
Language and Culture1
• participate in Ukrainian • participate in Ukrainian • participate in and appreciate • recognize and appreciate
language and cultural language and cultural Ukrainian language and various elements of
activities in the classroom activities and traditions cultural activities and Ukrainian language and
and school traditions culture
Valuing Bilingualism/
Multiculturalism
• participate in classroom and • participate in classroom, • participate in and appreciate • recognize and appreciate
school cultural activities school and community bilingual/multicultural various elements of a
cultural activities educational activities bilingual/ multicultural
education
1
See cluster heading 7.2.
Students will explore, understand, appreciate, and value Ukrainian culture in Canada and the world for personal growth,
enrichment, and satisfaction, and for participating in and contributing to an interdependent and multicultural global society.
136
7.1 Self-Identity
• identify influences on development of • express own self-concept, and • explore and reflect on various facets of
own self-concept and self-identity understand that others’ perceptions of self-identity and how it changes
them may differ from own
Developing Positive Self-Identity

• learn that respect for oneself is essential, • recognize the effect of "put-ups" and • understand what stereotyping is
and understand that self-concept is "put-downs" on self and others
determined by external and internal
forces
Valuing Ukrainian Language and

Culture1
• recognize and appreciate various • identify the benefits and contributions of • recognize the value and significance of
elements of Ukrainian language and the Ukrainian language and culture to the Ukrainian language and culture to
culture self self
Valuing Bilingualism/Multiculturalism
• participate in activities that promote and • recognize the uniqueness of bilingual/ • identify benefits and potential
celebrate the bilingual/multicultural multicultural education in a Canadian advantages of a bilingual/multicultural
education experience context education in a Canadian and
international context
1
137
7.1 Self-Identity
• understand self-concept and the factors • examine own identity, and reflect on its • understand self-concept and its
that affect it effect on relationships and choices relationship to overall development,
achievement and decisions for the future

• recognize the effects of positive and • understand ways in which the individual • understand stereotyping and its effect on
negative treatment has rights to safeguard against the individual, community and society
stereotyping in Canadian society

Culture1
• explore and analyze how Ukrainian • explore and analyze how Ukrainian • explore how own past and present
language and culture has influenced and language and culture has enriched the Ukrainian language and cultural
enriched own life lives of significant individuals at the experiences, understanding and
community, national and international knowledge may be assets in future
levels; and identify lifelong benefits to opportunities
self
• explore and analyze how being • explore and analyze how • explore how own past and present
bilingual/multicultural has influenced bilingualism/multiculturalism has bilingual/multicultural experiences,
and enriched own life enriched the lives of significant knowledge and understanding may be
individuals at the community, national assets in future opportunities
and international levels; and identify
lifelong benefits to self
1
138
7.1 Self-Identity
• understand that self-identity and self- • understand that self-identity and self- • articulate, express and celebrate one's
concept change concept can change over time and in own unique identity
various contexts

• identify areas of personal strength and • explore the alignment of personal • identify personal strengths in planning
possible future opportunities; plan for strengths with possible future and career for a career or further studies
future self-development and growth opportunities

Culture1
• participate in and contribute to • participate in and contribute to • identify activities that will promote own
community-based activities in which intercultural interactions, such as lifelong language and cultural
knowledge and skills related to exchanges, inter-visitations and penpal development
Ukrainian language and culture will be activities, with members of the
applied Ukrainian culture
• participate in and contribute to • participate in and contribute to • identify activities that will promote own
community-based activities in which intercultural interactions, such as lifelong bilingual/multicultural
bilingual/ multicultural knowledge and exchanges, inter-visitations and penpal development
skills will be applied activities
1
139
7.2 Ukrainian Centre
Historical Elements
• participate in activities and • participate in activities and • participate in activities and • participate in activities and
experiences that reflect experiences that reflect experiences that reflect experiences that reflect
traditional elements of the traditional elements of the traditional elements of the traditional elements of the
Ukrainian culture; e.g., Ukrainian language and Ukrainian language and Ukrainian language and
krapanky, hahilky, carols culture; e.g., Christmas, culture; e.g., Christmas, culture; e.g., Christmas,
Easter Easter Easter
Contemporary Elements
• participate in activities and • participate in activities and • participate in activities and • participate in activities and
experiences that reflect experiences that reflect experiences that reflect experiences that reflect
contemporary elements of contemporary elements of contemporary elements of contemporary elements of
the Ukrainian language and the Ukrainian language and the Ukrainian language and the Ukrainian language and
culture culture culture culture
Diversity
• experience linguistic/cultural • experience linguistic/cultural • recognize diverse elements • identify diverse elements of
elements of diverse origins elements of diverse origins of the Ukrainian language the Ukrainian language and
from within the Ukrainian from within the Ukrainian and culture in school and/or culture in school and/or the
language and culture language and culture the local community local community
Change
• participate in events • illustrate that change occurs • gather information to • identify how people's actions
marking changes in one's immediate demonstrate change within and lifestyles change to
environment the Ukrainian language and accommodate the changing
culture needs of people
140
Historical Elements
• explore elements in the immediate • explore key historical elements, events, • identify major historical elements,
environment that reflect the historical figures and developments of the events, figures and developments of the
roots of the Ukrainian language and Ukrainian language and culture; e.g., Ukrainian language and culture; e.g.,
culture; e.g., the first wave of early Ukrainian immigrants, adapting to immigration
immigrants, settlement areas a new life
• explore elements in the immediate • explore key contemporary elements, • identify major contemporary elements,
environment that reflect the events, figures and developments of the events, figures and developments of the
contemporary features of the Ukrainian Ukrainian language and culture; e.g., Ukrainian language and culture; e.g.,
language and culture; e.g., monuments, authors, artists, athletes political figures, dance groups, choirs
art work, buildings
Diversity
• explore diversity of the Ukrainian • explore diversity of the Ukrainian • explore diversity of the Ukrainian
language and culture in the immediate language and culture at the provincial language and culture in Canada
environment level
Change
• explore and reflect on change within own • explore and reflect on change in the • explore and reflect on change in the
family and community Ukrainian language and culture at the Ukrainian language and culture within
provincial level Canada
141
Historical Elements
• explore how major historical events, • analyze how major historical events, • explore the influence and contributions
figures and developments of Ukrainian figures and developments of Ukrainian of major historical events, figures and
culture have influenced contemporary culture have influenced contemporary developments of Ukrainian culture
culture in Canadian contexts; e.g., great culture in Canadian contexts; e.g., great worldwide; e.g., great figures, periods of
figures, periods of history, immigration, figures, periods of history, immigration, history, immigration, tragic historical
tragic historical events tragic historical events events
• explore how contemporary events, figures • explore how contemporary events, figures • recognize and appreciate the influence
and developments of Ukrainian culture and developments of Ukrainian culture and contributions of major contemporary
have influenced contemporary culture in have influenced contemporary culture in events, figures and developments of
Canadian contexts; e.g., current events, Canadian contexts; e.g., current events, Ukrainian culture worldwide; e.g.,
celebrations, fine arts, lifestyles celebrations, sports and recreation, pop current events, celebrations, literary
culture arts, pop culture
Diversity
• explore the diversity of Ukrainian • explore the influence of diversity within • examine the influence of diversity within
culture at the international level Ukrainian culture on its own Ukrainian culture on its own
development development
Change
• explore how changes in Ukrainian • explore the significance of changes in • compare changes in Ukrainian culture to
culture have influenced own life Ukrainian culture to the rest of the changes in other cultures
world
142
Historical Elements
• recognize and appreciate the influence • examine various perspectives regarding • identify and analyze how historical
and contributions of major historical the influence and contributions of major experiences have shaped the
events, historical figures and cultural historical events, historical figures and contemporary Ukrainian language and
developments cultural developments culture group in local, Canadian and
international contexts
• analyze the influence and contributions • examine various perspectives regarding • identify and analyze the impact of
of major contemporary events, the influence and contributions of major contemporary influences on Ukrainian
contemporary figures and cultural contemporary events, contemporary language and culture in local, Canadian
developments in Ukrainian language and figures and cultural developments of the and international contexts
culture Ukrainian language and culture
Diversity
• explore various aspects of diversity, • explore various aspects of diversity at • examine how historical and current
regionally and nationally the international level influences have contributed to diversity
within contemporary Ukrainian
language and culture
Change
• examine historical influences that have • examine contemporary influences that • identify and analyze the significance of
impacted Ukrainian language and have impacted the Ukrainian language historical and contemporary changes of
culture and culture the Ukrainian language and culture on
the rest of the world
143
7.3 Building Community
Positive Group Membership

• contribute to and cooperate • develop a special awareness • practise consideration for • experience that helping
in group activities and concern for classmates others others is rewarding
Appreciating Diversity
• recognize differences • explore diversity in the • recognize and appreciate • explore diversity in the
between self and peers school and within own diversity in the family, classroom, school and local
family school and community community; and reflect on
its significance to self
Appreciating Similarity
• recognize similarities • explore similarities between • recognize and appreciate • explore similarities among
between self and peers self and peers and within similarities between self and members of the immediate
own family others community, and reflect on
the significance of this to
self
Contributing to Community
• participate in and contribute • participate in, cooperate in • participate cooperatively in • participate cooperatively in
to classroom activities and contribute to classroom group activities, by daily classroom duties, and
and school activities contributing ideas and support peers and
supporting others classmates
144

• encourage and support classmates and • develop skills that promote cooperation • use skills that promote cooperation and
schoolmates and mutual respect within the classroom mutual respect within the classroom and
and the school the school
• explore diversity in the immediate and • explore, compare and reflect on how • explore the impact of diversity in other
local community, and reflect on its diversity in Canada has an impact on regions of the world, and compare this
significance to self self and others with the impact of diversity in Canada
• explore similarities among members of • explore, compare and reflect on common • examine the common needs and
the local community, and reflect on the human needs and experiences of experiences of people around the world
significance of this to self Canadians
• demonstrate a desire to assist others, • demonstrate concern for the quality of • take initiative and provide positive
and contribute to classroom or own contribution to the classroom or contributions to the school and
community activities community community
145

• demonstrate respect for the rights and • demonstrate positive group member • support classmates and peers in group
opinions of others behaviours activities
• examine diversity in the school and • examine diversity in the school and • explore and analyze how diversity has
community; and reflect on its impact on community; and reflect on its impact on contributed to and enriched Canadian
self, relationships and personal choices self, school and community society
• examine similarities among peers and • examine similarities that exist among • explore and analyze how similarities
members of the school and community, cultures in Canadian society; examine among cultures have contributed to and
and reflect on the impact of this on self cultural similarities in the school and enriched Canadian society
community; and reflect on the impact of
this on self, school and community
• participate and contribute effectively, • appreciate the contributions of different • appreciate the contributions of different
and reflect on personal contributions to individuals and groups to the community individuals and groups to the Ukrainian
group activities community
146

• demonstrate respect for the rights and • demonstrate respect for the rights and • demonstrate understanding that various
opinions of others; understand that opinions of others focusing on social, social, political and economic systems
social, political and economic issues are political and economic issues impose different values on the rights and
complex opinions of others
• identify and analyze how Canada's • analyze and understand the significance • participate in various individual, group,
response to diversity has changed; of diversity in shaping contemporary and school and community activities that
identify the benefits of a pluralistic future opportunities for growth celebrate diversity and promote
approach intercultural understanding
• identify and explain how common human • examine how common human • examine and appreciate how common
experiences and needs are reflected in experiences and needs are reflected in human experiences and needs are
culture, social structure and day-to-day culture, social structure and day-to-day reflected in various societies around the
patterns of behaviour in Canada patterns of behaviour in different world
societies
• participate in various school and • participate in various school, community • participate and contribute to individual,
community events to promote and Canadian events to promote group, school and community activities
intercultural understanding intercultural understanding using own knowledge and skills related
to the Ukrainian language and culture
147
7.4 Global Citizenship
Responsible Citizenship
• demonstrate personal and • demonstrate personal and • demonstrate personal and • recognize that growing up
social responsibility in the social responsibility in the social responsibility in the involves making decisions
classroom classroom and school classroom, school and and accepting consequences
community
Interdependence
• participate and cooperate in • recognize own and others’ • recognize the advantages of • identify the advantages and
tasks and activities with contributions to a group working with a partner or disadvantages of working
partners and in groups within a group, and collaboratively with a
recognize that one affects partner or group
and is affected by the actions
of others
Intercultural Skills
• adapt to new situations • work and play with others • identify and describe causes • explore ways to resolve
who are different, and of conflict in the classroom, interpersonal conflict, and
recognize that rules can be and listen with attention to initiate and maintain new
different for different people the opinions of others relationships
Future Opportunities
• share or demonstrate • share or demonstrate • identify personal strengths • identify personal strengths
personal strengths or personal strengths and areas and areas for improvement and areas for improvement
achievements for further development and/or change, and set
personal goals
148
• respect the feelings, rights and property • recognize the positive and negative • explore the meaning of personal and
of others; and accept responsibility for aspects of the consequences of one's social conscience, and demonstrate
own actions actions, and demonstrate honesty and problem-solving and decision-making
reliability in a variety of situations skills
Interdependence
• recognize that people must depend on • reflect on the effectiveness of own • recognize that cooperation is important,
others to meet their needs, and recognize contributions, and examine the role of and participate in and contribute to
the effects of one's actions on others the individual in group activities group activities effectively
• engage in activities that reflect other • accept differences in characteristics and • recognize and respect individual
ways of doing things or other abilities of peers and others differences, and recognize the worth of
perspectives every individual
• identify personal strengths and areas for • identify individual strengths and areas • identify own interests, and explore
improvement and/or change, and for further development, and establish future opportunities for learning and
establish personal goals and action plans personal goals and action plans employment
149
• understand and analyze the rights and • identify how citizen action can affect • explore how public policies, including
responsibilities of citizens, and provide public policy, including cultural diversity cultural diversity, are affected by public
examples opinion, the media and political groups
Interdependence
• explore different roles and • identify the impact of actions of an • identify ways in which individuals,
responsibilities of a group member individual upon the group community members and societal
members are interrelated and
interdependent
• explore representations of one's culture • explore ways in which group conflict can • appreciate that various constitutional
as perceived by others, and examine be resolved in Canadian society, and documents and charters have governed
examples of societal conflict recognize and acknowledge the value of the behaviour of various cultural groups,
different perspectives as opposed to and appreciate and understand the value
stereotypical thinking of different perspectives
• explore learning and work opportunities • explore essential skills, knowledge and • examine personal plans for further
around the world attitudes required for effective development of skills, knowledge and
participation in the global workplace and attitudes that are required for effective
marketplace participation in the global workplace and
marketplace
150
• understand, identify and analyze a • participate in group decision making and • examine global conflict and cooperation
citizen's role and responsibility in problem solving in ways that between nations
interrelated local, national and demonstrate concern for others and
international contexts understanding of responsibilities as
citizens
Interdependence
• explore ways in which peoples and • explore how global links and • examine the local and global
nations are linked in an interrelated interdependency affect one’s role as a consequences of individual and collective
global system citizen in one nation among many others decision making
• examine attitudes and values that • identify how intercultural and • demonstrate cultural sensitivity and
contribute to cross-cultural multicultural organizations have awareness of cultural diversity in
understanding impacted on global citizenship everyday situations through appropriate
behaviour and language
• explore career fields in which bilingual • apply bilingual and multicultural skills • apply bilingual and multicultural
and multicultural knowledge, skills and in specific activities that will further knowledge and skills in specific activities
attitudes can be applied in the global develop the skills required for effective that will promote skill development and
workplace participation in the global workplace opportunities for future participation in
the global workplace
151
APPENDIX A
SAMPLE LIST OF TEXT FORMS
Ukrainian Language Arts Kindergarten to Senior 4 Appendix A
Appendix A: Sample List of Text Forms

The following list is not intended to be prescriptive but is • Programs
provided to suggest possibilities for expanding students’ • Questionnaires
experience with different text forms. • Recipes
Written Texts • Reports and manuals
• Advertisements • Short stories
• Biographies and autobiographies • Signs, notices, announcements
• Brochures, pamphlets, and leaflets • Stories
• Catalogues • Textbook articles
• Dictionary and grammar items • Tickets, timetables, and schedules
• Encyclopedia entries Oral Texts
• Folk tales and legends • Advertisements
• Forms • Announcements
• Graffiti • Ceremonies
• Instructions and other “how to” texts • Debates
• Invitations • Formal and informal conversations
• Journals, agendas, diaries, and logs • Interviews
• Labels and packaging • Lectures
• Letters—business and personal • Messages
• Lists, notes, personal messages • Oral stories and histories
• Maps • Plays and other performances
• Menus • Radio programs
• Myths • Readers’ theatre
• Newspaper and magazine articles • Reports and presentations
• Novels • Songs and raps
• Plays • Telephone conversations
• Poetry
155
Ukrainian Language Arts Kindergarten to Senior 4 Appendix A
Multimedia Texts
• Board games
• Comic strips
• Computer games and programs
• Movies and films
• Slide/tape/CD and video/DVD presentations
• Television programs
• Websites
156

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Mantioba K-Senior 4 Ukrainian Language Arts Curriculum

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qxp 4/1/2005 7:19 AM Page 1

491.7982421 Kindergarten to Senior 4 Ukrainian language arts :

Includes bibliographical references.

1. Ukrainian language—Study and teaching

program a range of cultural backgrounds and experiences.

school community, the local community and other

Ukrainian bilingual programming develops global

7-S1 Stories and rhymes Caring for pets Healthy living

S2-S4 Family Career options Literature and

Purpose of the Program of Studies Language Arts

Culture General Outcome 3

General Outcomes General Outcome 5

4.1 Generate and Focus

cluster heading for Grade 7 Grade 8 Senior 1

read each page vertically for outcomes expected

at the end of each grade

specific outcome statements for each grade

read each page horizontally for developmental flow of

Express ideas Develop understanding

Set goals Extend understanding

Kindergarten Grade 1 Grade 2 Grade 3

Consider Others’ Ideas

Experiment with Language

Grade 4 Grade 5 Grade 6

Consider Others’ Ideas

Experiment with Language

Grade 7 Grade 8 Senior 1

Consider Others’ Ideas

Experiment with Language

Senior 2 Senior 3 Senior 4

Consider Others’ Ideas

Experiment with Language

Kindergarten Grade 1 Grade 2 Grade 3

Grade 4 Grade 5 Grade 6

Grade 7 Grade 8 Senior 1

Senior 2 Senior 3 Senior 4

Appreciate the artistry

Forms and genres Create original texts

Techniques and elements Experiment with language

Kindergarten Grade 1 Grade 2 Grade 3

Grade 4 Grade 5 Grade 6

Grade 7 Grade 8 Senior 1

Senior 2 Senior 3 Senior 4

Kindergarten Grade 1 Grade 2 Grade 3

Experience Various Texts

Connect Self, Texts, and

Appreciate the Artistry of

For a sample list of text forms, see Appendix A.

Grade 4 Grade 5 Grade 6

Experience Various Texts

Connect Self, Texts, and Culture

Appreciate the Artistry of Texts

For a sample list of text forms, see Appendix A.

Grade 7 Grade 8 Senior 1

Experience Various Texts

Connect Self, Texts, and Culture

Appreciate the Artistry of Texts

For a sample list of text forms, see Appendix A.

Senior 2 Senior 3 Senior 4

Experience Various Texts

Connect Self, Texts, and Culture

Appreciate the Artistry of Texts

For a sample list of text forms, see Appendix A.