Grade 6: Informational Communication

Prescribed Learning Outcomes

It is expected that students will:

• extract specific information from various sources to complete authentic tasks orally, visually, and in simple written form

To view the prescribed learning outcomes for Foundations in other grades click on an icon below.

Suggested Instructional Strategies

Role play with pre-framed models allows students to apply information from various sources. Students can share and apply non-verbal strategies, (e.g., guessing, predicting) to develop confidence orally and with simple written work.

• Have students watch a video (or read or tell a story) about a family celebration that involves food and interactions between people who are using different forms of appropriate address. Students can then role-play the situation, focussing on:
  • introductions and greetings
  • making requests (including asking for permission)
  • offers of food
  • leave-taking
  • formal and informal forms of speech
• Read or tell a story about a celebration that involves food and interactions between people using various forms of appropriate address. Students can then role-play the situation or event.
• Present students with a set of related illustrations (e.g., of people sharing food during a celebration) and have them generate sentences orally to describe what is happening. Have students work with supplied sentence stems (or work independently) to write sentences such as:
  Students can then read their sentences to a partner.
• Encourage students to develop and use personal picture dictionaries.

Suggested Assessment Strategies

Although students have not yet acquired extensive oral and written skills, they can demonstrate their abilities to use visual, print, and oral information sources in a variety of other ways. Assessment should consider the extent to which students are able to both acquire information and then use that information to accomplish relevant and meaningful tasks.

• When students are working with information, watch for evidence that they are able to:
  • identify the main topic(s)
  • focus on key words or phrases
  • make logical predictions based on the situation and their prior knowledge
  • use strategies such as previewing, looking, and listening for patterns; using context clues; watching for body language and intonation
  • persevere, even when they are not able to understand most of what they see, hear, or read
• At this level, students should not be expected to acquire detailed understanding through listening to or reading Punjabi sources. Assessment should focus on key ideas--for example, to what extent students are able to:
  • present the main ideas in words or other forms
  • follow a logical sequence when they represent events or information
• When students present information orally, look for evidence that they are increasingly able to make themselves understood (e.g., in using Punjabi pronunciation, they can distinguish between the various d, t, r, and n sounds, and produce nasal sounds that do not exist in English).
• When students write Punjabi, check that they are able to form an increasing number of recognizable letters and numbers.

Recommended Learning Resources

Print Material

• Oxford Picture Dictionary English-Punjabi
• Panjabi Book 1, 2, 3
• Panjabi Made Easy
• A Pictorial Panjabi-English Dictionary
• Punjabi Posters
• Punjabi Rachna
• Star Children's Picture Dictionary
• Tamak Toon

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