| (a) |
Use oral language to bring meaning to what is listened to, observed, felt, viewed, and read. |
| (b) |
Select and use the appropriate before, during, and after strategies when speaking to communicate meaning. |
| (c) |
Use applicable pragmatic, textual, syntactic, semantic/lexical/morphological, graphophonic, and other communication cues and conventions to construct and communicate meaning when speaking. |
| (d) |
Share and talk about what is being learned, and stay on topic when speaking. |
| (e) |
Participate in small-group work. |
| (f) |
Answer questions in complete sentences. |
| (g) |
Give directions that include several sequenced steps. |
| (h) |
Retell stories using a beginning, middle, and end, and include details regarding who, what, when, where, why, and how. |
| (i) |
Relate an important event or personal experience in a simple sequence. |
| (j) |
Rehearse and deliver brief short poems, rhymes, songs, stories (including contemporary and traditional First Nations, Métis, and Inuit poems and stories) or lines from a play and oral presentations about familiar experiences or interests. |
This video's controlled vocabulary, simple sentence structures, and chapter segments make it an ideal choice for emergent readers. Youngsters will be drawn to the cartoon-like animations and quirky story, which offers possibilities for sequencing, predicting, and character analysis. Thematically, this tale could be used for discussions about exotic pets, unusual friendships, families, and overcoming obstacles. From a science perspective, opportunities abound for the study of flies and other insects, particularly those considered pests. Buzz, who is outfitted with a butterfly net, hard hat, and insect jar, will introduce students to the naturalist's world.
