English Language Arts, Grade 9

Contributing to keep discussions going

I can examine others’ ideas in discussion to extend their own understanding.

Asking and answering questions that dig deeper

I can ask relevant questions calling for elaboration, clarification, or qualification, and respond thoughtfully to such questions.

Expressing and supporting a point of view

I can articulate, advocate, and support points of view, presenting viewpoints in a convincing manner.

Listening for key points and evidence

I can listen critically to assess the adequacy of evidence speakers give to evaluate the integrity of information presented.

Using strategies for effective group talk

I can participate constructively in conversation, small-group and whole-group discussion, and debate, using a range of strategies that contribute to effective talk.

Adapting your talk to purpose and audience

I can adapt vocabulary, sentence structure, and rate of speech to the speaking occasion.

Giving, following, and responding to instructions

I can give and follow instructions and respond to questions and directions of increasing complexity.

Evaluating the effectiveness of talk

I can evaluate their own and others’ use of spoken language in a range of contexts, recognizing the effects of significant verbal and non-verbal language features.

Practising active speaking and listening

I can demonstrate active listening and respect for the needs, rights and feelings of others.

Expressing opinions with respect for others

I can demonstrate a respect for others by developing effective ways to express personal opinions such that they reflect sensitivity to others, including differences in culture and l.

Seeing how language influences and manipulates

I can demonstrate an awareness of the power of spoken language to influence and manipulate, and to reveal ideas, values, and attitudes.

Matching talk to the situation and culture

I can demonstrate an awareness that spoken language has different conventions in different situations and cultures, and use language appropriate to the situation.

Choosing texts for your needs and interests

I can select texts that address their learning needs and range of special interests.

Reading widely across genres and places

I can read widely and experience a variety of young adult fiction and literature from different provinces and countries.

Reading how authors use text features and design

I can demonstrate an understanding that information texts are constructed for particular purposes.

Using cueing systems and reading strategies

I can use cueing systems and a variety of strategies to construct meaning in reading and viewing increasingly complex print and media texts.

Talking about your own reading processes

I can articulate their own processes and strategies for reading and viewing texts of increasing complexity.

Identifying and accessing what you need

I can independently access and select specific information to meet personal and learning needs: select from a wide range of sources appropriate to their purposes.

Using a range of print and non-print sources

I can experiment with and rely upon a range of print and non-print sources for accessing and selecting information.

Using research strategies to guide inquiry

I can employ various relevant research strategies, such as like generating questions, drafting an outline, or interviewing peers to determine what questions they would like answere.

Extending your personal responses to texts

I can respond to some of the material they read or view by questioning, connecting, evaluating, and extending: move beyond initial understanding to more thoughtful interpretations.

Making evaluations and stating viewpoints

I can express and support points of view about texts and about issues, themes, and situations within texts, citing appropriate evidence.

Finding evidence in texts to support views

I can with increasing confidence and flexibility, find evidence in texts to support personal claims and viewpoints about issues, themes, and situations.

Recognizing bias in print and media texts

I can critically evaluate information presented in print and media texts, and assess relevance and reliability of available information to answer their questions.

Seeing how texts are built for readers and purposes

I can demonstrate that print and media texts are constructed for particular purposes and particular audiences: describe how specific text and genre characteristics contribute to mea.

Responding critically to a range of texts

I can respond critically to texts of increasing complexity: analyse and evaluate a text in terms of its form, structure, and content.

Using writing strategies to explore learning

I can use a range of strategies in writing and representing to extend ideas and experiences: explore and reflect on their feelings, values, and attitudes.

Reflecting on the strategies that help you learn

I can identify and reflect upon strategies that are effective in helping them to learn, and to describe their personal growth as language learners and language users.

Using note-making for different purposes

I can use note-making to reconstruct knowledge and select effective strategies appropriate to the task.

Adding interesting effects to imaginative writing

I can make informed choices of language to create a range of interesting effects in imaginative writing and representing.

Producing a range of writing forms

I can demonstrate facility in using a variety of forms of writing to create texts for specific purposes and audiences, and represent their ideas in other forms (including visual art.

Choosing a form that fits purpose and reader

I can consider and choose writing forms that match both the writing purpose (to define, report, persuade, compare) and the reader for whom the text is intended (understand why langu.

Representing ideas in more than one way

I can understand that ideas can be represented in more than one way and used with other forms of representing (speeches, demonstrations, and plays)

Fitting content and style to the reader

I can demonstrate an awareness of the effect of context on writing and representing, and make appropriate choices of form, style, and content for specific audiences and purposes.

Using reader feedback to shape your drafts

I can analyse and assess responses to their writing and media productions.

Using prewriting-to-presentation strategies

I can demonstrate an awareness of which prewriting, drafting, revising, editing, proofreading, and presentation strategies work for them with various writings and representations.

Using the conventions of written language

I can consistently use the conventions of written language in final products.

Using technologies to communicate

I can experiment with the use of technology in communicating for a range of purposes with a variety of audiences.

Committing to crafting your writing

I can demonstrate a commitment to crafting pieces of writing and representations.

Combining information from several sources

I can integrate information from several sources to construct and communicate meaning.