Core competencies language arts big ideas

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Cross-Curricular (BC) Competencies Links:


  • Generate ideas from their experiences and interests

  • Add to others’ ideas

  • Choose an idea to pursue

  • Choose tools and materials

  • Use trial and error to make changes, solve problems, or incorporate new ideas from self or others

  • Use personal preferences to evaluate the success of their design solutions

  • Use materials, tools, and technologies in a safe manner in both physical and digital environments

  • Develop their skills and add new ones through play and collaborative work

  • Explore the use of simple, available tools and technologies to extend their capabilities


  • Explore elements, processes, materials, movements, technologies, tools, and techniques of the arts

  • Create artistic works collaboratively and as an individual, using ideas inspired by imagination, inquiry, experimentation, and purposeful


  • Observe and share how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, and techniques

  • Develop processes and technical skills in a variety of art forms to nurture motivation, development, and imagination

  • Reflect on creative processes and make connections to other experiences

  • Describe and respond to works of art

  • Experience, document and share creative works in a variety of ways


  • Identify and appreciate their personal attributes, skills, interests, and accomplishments

  • Recognize the importance of positive relationships in their lives

  • Share ideas, information, personal feelings, and knowledge with others

  • Work respectfully and constructively with others to achieve common goals

  • Demonstrate effective work habits and organizational skills appropriate to their level of development


  • Use reasoning to explore and make connections

  • Estimate reasonably

  • Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving

  • Visualize to explore mathematical concepts

  • Use mathematical vocabulary and language to contribute to mathematical discussions

  • Represent mathematical ideas in concrete, pictorial, and symbolic forms

  • Connect mathematical concepts to each other and to other areas and personal interests



  • Demonstrate curiosity and a sense of wonder about the world

  • Observe objects and events in familiar contexts

  • Ask simple questions about familiar objects and events

  • Make simple measurements using non-standard units

  • Experience and interpret the local environment

  • Recognize First Peoples stories (including oral and written narratives), songs and art, as ways to share knowledge

  • Share observations and ideas orally


  • Ask questions, make inferences, and draw conclusions about the content and features of different types of sources (evidence)

  • Sequence objects, images, or events, and distinguish between what has changed and what has stayed the same (continuity and change)


Teaching Strategies/Methods

Assessment Strategies/Methods

The Mitten

  • On the first reading, pause after the mole enters the mitten. Students predict what will happen next

  • Sequencing - cut/paste animals in a sequencing chart in the order they appeared in the book

  • Nicki calls his grandmother Baba. Do you have any special names for your parents or grandparents?

  • Explain how grandmother was afraid the mittens would get lost because they would be camouflaged. Explain what camouflage is. Show examples. Read The Mixed-up Chameleon by Eric Carle. Make a camouflage picture of the white rabbit against the snow, or use other animals such as polar bear, arctic fox etc. Use minimal black details to hide the animal. Can use white cotton balls, sponge paint etc.

  • Journal writing - “The ____ was in the mitten” - cut out mitten and one animal. Add to journal with the sentence

  • Vocabulary development: Develop a Can/Have/Are chart (see below)

  • At the end of the story, Nicki ends up with 1 big mitten and 1 little mitten. Discuss opposites. Brianstorm other objects in the book that are opposites (black/white, cold/warm, smooth/prickly, young/old, inside/outside). Read Eric Carle’s Opposites book. Make a class opposite book.

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