GRADE 5: ORAL COMMUNICATION - Scholastic Education

Momentum Correlations Ontario Grade 52.5 identify some vocal effects, including tone, pace,pitch, volume, and a variety of sound effects, and usethem appropriately and with sensitivity towards culturaldifferences to help communicate their meaning (e.g., usea formal or informal tone as required by the context)Non-Verbal Cues2.6 identify a variety of non-verbal cues, including facialexpression, gestures, and eye contact, and use them in oralcommunications, appropriately and with sensitivitytowards cultural differences, to help convey their meaning(e.g., use facial expression appropriately to indicateagreement or confusion during a discussion)Visual Aids2.7 use a variety of appropriate visual aids (e.g., posters,charts, maps, globes, computer-generated organizers) tosupport or enhance oral presentations (e.g., use ministrylicensedsoftware to create a Venn diagram to comparetwo different biographies)The Tunnel; Creeping Sands—Life in the Desert; Champions in the Making; Masks and Make-Up, Plays andPerformances; Big Amy; Fire on the Beach; Rhiannon and PwyllMove Over , Leonardo; The Tunnel; Creeping Sands—Life in the DesertSticky Fingers—A History of Cooking and Eating; Stingers and Fangs—Ways Animals Attack; A Trip on the Nile;Fire on the Beach; Rhiannon and Pwyll3. Reflecting on Oral Communication Skills and StrategiesBy the end of Grade 5, students will:Metacognition3.1 identify, in conversation with the teacher and peers,what strategies they found most helpful before, during,and after listening and speaking and what steps they cantake to improve their oral communication skillsTeacher prompts: “How do you check to be sure youunderstand correctly what others are saying during adiscussion?” “How do you make decisions about when tospeak and when to listen?”Interconnected Skills3.2 identify, in conversation with the teacher and peers, how theirskills as viewers, representers, readers, and writers help themimprove their oral communication skillsTeacher prompts: “What have you learned as a writer that youcan use to make your oral presentations more effective?” “Whatdo you think the connection is between your experience as areader and your ability to understand what you hear?”The Last Thing I Do; Blobby Gobs! Just Add Water; Dog Detectives and Other Dogs With Special Skills; Special andStrange! Unusual Plants; Missing; Bats Have Hands; Behind the Scenes at the Zoo; What a Disaster!; Don’t LookDown; Move Over, Leonardo; Pandora’s Gift and Other Tales; Sticky Fingers—A History of Cooking and Eating;Stingers and Fangs—Ways Animals Attack; Twisters, Tornadoes, and Other Wild Weather; The Big Five; TheTunnel; All Aboard!; A Roman Day to Remember; The Samurai and His Daughter; A Trip on the Nile; CreepingSands—Life in the Desert; Hidden Treasure; Jason Jackson, Super Surfer; Where in the Universe?; Champions in theMaking; Famous Fake Photographs; How to Write a Horror Story; Masks and Make-Up, Plays and Performances;Alex and Lily; Big Amy; Fire on the Beach; Rhiannon and PwyllThe Last Thing I Do; Blobby Gobs! Just Add Water; Dog Detectives and Other Dogs With Special Skills; Special andStrange! Unusual Plants; Missing; Bats Have Hands; Behind the Scenes at the Zoo; What a Disaster!; Don’t LookDown; Move Over, Leonardo; Pandora’s Gift and Other Tales; Sticky Fingers—A History of Cooking and Eating;Stingers and Fangs—Ways Animals Attack; Twisters, Tornadoes, and Other Wild Weather; The Big Five; TheTunnel; All Aboard!; A Roman Day to Remember; The Samurai and His Daughter; A Trip on the Nile; CreepingSands—Life in the Desert; Hidden Treasure; Jason Jackson, Super Surfer; Where in the Universe?; Champions in theMaking; Famous Fake Photographs; How to Write a Horror Story; Masks and Make-Up, Plays and Performances;Alex and Lily; Big Amy; Fire on the Beach; Rhiannon and Pwyll