English Language Arts, Grade 6

Use: In simple and compound sentences

Use: Selects words that convey the intended meaning and create a picture in the reader’s mind

Use: Uses literal and figurative language in a variety of ways

Use: Uses quotation marks to punctuate dialogue

Use: Uses and interprets the visual element of color

Use: Uses and interprets the visual element of perspective

Use: Uses and interprets camera techniques, such as camera distance (e.g. long and medium shots, close-ups)

Use: Sound—in television, movies, some commercials

Use: Visuals that convey information and/or ideas, such as timelines, graphs, graphics in comic books

Use: Uses knowledge of the genre/text type to be viewed/read

Use: Builds needed background knowledge and experiences

Use: Relies on common structures and features of media texts to construct meaning

Use: Cause- effect

Use: Uses evidence to distinguish between own thinking, values

Use: Uses other readers’ interpretations to clarify and extend

Use: Understands that all spoken, written and media texts

Use: Determines the specific or target audience by selecting

Use: Identifies and locates information about who wrote the text

Use: Examines how the message attracts and holds the reader’s/viewer’s attention

Use: Distinguishes fact from opinion, and real from imaginary

Use: Noticing what a text leaves out, and asking why

Use: Identifies some of the ways that the author/producer has tried to influence the reader/audience

Use: Examines models of text type through immersion into the text

Use: Adjusts writing decisions to purpose and audience

Use: Connects needs and expectations of a specific audience

Use: Deletes unnecessary details and/or information

Use: Rearranges sentences and paragraphs for clarity and effect

Use: Determines criteria for production of a familiar text type

Use: Uses appropriate technology resources for the specific

Use: Reviews images, records narration, adds titles or text

Use: Edits, depending on technology resources

Use: Considers feedback from peers and others

Use: Synthesis of ideas and feelings to focus on what is most important

Use: Illustrated wordless and picture books written for older

Use: Memoir in a variety of text types

Use: Foreshadowing

Use: Examples would include man against man, man against nature, issues involving what is right or wrong, etc.

Use: Resolution of conflict

Notice: Theme

With help, I'm starting to notice and try “Theme” in Grade 6.

Use: Stock and/or flat characters

Use: Dialogue

Use: Point of view

Use: Use of music and/or sound to create suspense, mood, humor, conflict, etc. (Viewing only)

Use: Use of colour to suggest emotion, to create mood, etc.

Use: Use of different scenes or episodes to move the story forward (Viewing only)

Use: Use of body language and gesture to convey character traits, including emotions (Viewing only)

Use: Use of music and/or sound to signal or stress some aspect

Use: Repetition of symbols, or motifs, to create mood, suspense

Use: Use of light and dark

Use: Clothing and other details that create a sense of time and location

Use: Webbing and mapping texts, such as story mapping

Use: Graphic organizers, outlines, timelines, graphs and diagrams to organize ideas and information coherently

Use: Visuals such as graphic organizers used to articulate relationship among actions or ideas, (e.g. webbing)

Use: Hierarchy of ideas/ information

Use: Visuals/images for organizing or planning a text

Use: Web sites (Reading and Viewing only)

Use: Navigational aids such as table of contents or alphabetical

Use: Bibliography (if needed)

Use: Local and national radio and television news reports that are appropriate and accessible to children

Use: Web pages, blogs and Internet sites appropriate and accessible to children (e.g., short video clips)

Use: Subheadings and paragraphs to group and/or categorize information

Use: Use of comparison and contrast

Use: Visuals and/or graphic organizers to extend content of written text (e.g. pictures, labels, diagrams)

Use: Summary of events, observations, impressions to highlight what is most important

Use: Specific features of different formats depending on topics

Use: Public Service Ads and posters created for children

Use: TV and/or movie reviews for peers or younger children

Use: Use of persuasive images, words or phrases to promote

Use: Strategic placement of images (photo or drawing) to attract

Use: Music/sound to promote a product and/or appeal