D3. Applying Knowledge of Conventions
Specific Expectations
Spelling
D3.1
use knowledge of spelling rules and patterns, several different types of resources, and appropriate strategies to spell familiar and new words correctly (e.g., apply spelling patterns, such as “i before e except after c”, appropriately; maintain a list of words learned from shared, guided, and independent reading texts to help them spell words correctly; check their spellings in print and electronic resources; apply their knowledge of root words, prefixes, and suffixes to spell technical words correctly)
- When you used the spelling checker in your word-processing program, what errors did it reveal?
- What resources did you consult to find a spelling pattern?
Vocabulary
D3.2
build vocabulary for writing by confirming word meaning(s) and reviewing word choice, using several different types of resources and strategies, as appropriate for the purpose (e.g., create a list of new words they encounter in print and online texts, noting the context in which the words are used, to expand the vocabulary they use in their own texts; consult a classroom word wall to find synonyms; consult glossaries and technical dictionaries to confirm word meanings; compile a list of technical words encountered in trade publications and use them in their own writing)
- What other words or phrases could convey the meaning more clearly in this report?
Punctuation
D3.3
use punctuation correctly to communicate their intended meaning (e.g., use quotation marks to set off words and phrases taken from written and oral sources; use punctuation that is appropriate to the form of their writing, such as letters, memos, and notes)
- Read your work aloud to the group, pausing where you have used commas and periods. Where do you and your peers think punctuation is missing? Where do you think the punctuation is unnecessary?
Grammar
D3.4
use grammar conventions correctly to communicate their meaning clearly (e.g., write complete and correct simple, compound, complex, and compound-complex sentences; consistently make verbs agree with their subjects and pronouns agree with their antecedents)
- Could you combine these short sentences to make a more interesting longer sentence? Which connecting words would you use? Does the punctuation need to be changed to make the sentence grammatical?
Proofreading
D3.5
proofread and correct their writing, using guidelines developed with the teacher and peers (e.g., review drafts using an editing checklist specific to the writing task; use a highlighter to mark potentially incorrect words or phrases in their draft, and then check appropriate resources to confirm correct spelling and/or usage)
- What words did you highlight as possible errors when you re-read your text? Have you checked those words to confirm their meaning and their spelling?
Publishing
D3.6
use several different presentation features, including print and script, fonts, graphics, and layout, to improve the clarity and coherence of their written work and to engage their audience (e.g., select appropriate fonts and graphics and an appealing layout for a brochure, keeping their purpose and audience in mind; select appropriate images to illustrate a procedural text)
- How might you use the four directions model to visually support the message of your text?
Producing Finished Works
D3.7
produce pieces of published work to meet criteria identified by the teacher, based on the curriculum expectations and respecting First Nations, Métis, and Inuit communication styles (e.g., adequate development of information and ideas, logical organization, appropriate use of form and style, appropriate use of conventions)
- What important points have you learned from creating a school handbook? What important considerations might you include on a checklist to guide others in producing a similar handbook, to ensure that the work reflects equity, inclusion, and diversity?