New BrunswickGrade 10
NB Grade 10 English Curriculum
Lessons and practice for every Grade 10 English topic. Aligned to what New Brunswick schools teach. Build skills in reading, writing, speaking, and listening.
NB Grade 10 English Curriculum | StudyPugHelp
SCO_ID | Curriculum Outcome - Elaborations | StudyPug Topic |
|---|---|---|
10.EX.1.a | Constructing and communicating awareness of self others and the world: Present a personal viewpoint to a group of listeners |
10.EX.1.b | Taking ideas knowledges and ways of being into account when explaining positions: Take ideas knowledges and ways of being into account when explaining positions |
10.EX.1.c | Using content language and delivery to convey meaning with clear intention: Present with intention using content language and delivery to convey meaning |
10.EX.2.a | Justifying perspectives with evidence and considering social context: Justify perspectives with evidence; consider social context when choosing and communicating evidence |
10.EX.2.b | Refining arguments by selecting facts anecdotal evidence and experiences that consider difference of opinion: Refine arguments by selecting facts anecdotal evidence and experiences that consider difference of opinion |
10.EX.2.c | Communicating persuasively citing evidence free from generalizations and bias: Communicate persuasively citing evidence free from generalizations and bias |
10.EX.3.a | Making informed selections of content and presenting appropriately for audience and purpose: Make informed selections of content to communicate and present content in manner appropriate for audience and purpose |
10.EX.4.a | Analyzing inclusivity of language; using and advocating for helpful respectful equitable language: Analyze the inclusivity of language; use and advocate for helpful respectful and equitable language |
10.EX.4.b | Communicating using thoughtful language free from prejudice and demonstrating cultural sensitivity: Communicate using thoughtful and respectful language free from prejudice stereotyping or bias; use language that demonstrates cultural sensitivity and respect |
10.EXCH.1.a | Asking and responding to clarifying questions to extend understanding: Ask and respond to clarifying questions to seek further information and extend understanding and/or determine next steps |
10.EXCH.1.b | Seeking relevant resources to support ideas concepts or claims: Seek relevant resources to support ideas concepts or claims |
10.EXCH.2.a | Giving multi-step and complex instructions effectively: Give multi-step and complex instructions |
10.EXCH.2.b | Following multi-step and complex instructions accurately: Follow multi-step and complex instructions |
10.EXCH.2.c | Clarifying processes routines and order of sequence or operation as needed: Clarify processes routines and order of sequence or operation as needed |
10.EXCH.3.a | Communicating with sensitivity and respect; adjusting conventions for audience perspective context and purpose: Communicate with sensitivity and respect; select and adjust conventions to reflect an understanding of the audience perspective context and purpose |
10.EXCH.4.a | Responding to oral presentations stories and multi-modal text citing reactions interpretations and understandings: Respond to oral presentations and stories and multi-modal text citing reactions interpretations and understandings |
10.EXCH.4.b | Responding to presentations and multi-modal text providing thoughtful opinions: Respond to oral presentations and stories and multi-modal text providing thoughts and opinions |
10.EXCH.5.a | Using conversational conventions that honour others; engaging in active listening: Use conversational conventions that honour the needs rights and feelings of others; engage in active listening |
10.REC.1.a | Considering multiple ways of knowing when determining value and relevance of information: Consider multiple ways of knowing when determining the value and relevance of information |
10.REC.1.b | Identifying and responding to perspective implicit within speaker's contribution: Identify and respond to the perspective implicit within a speaker's contribution |
10.REC.1.c | Understanding power of language to influence and manipulate: Understand the power of language to influence and manipulate |
10.REC.1.d | Examining language to identify ideas values and worldviews: Examine the use of language to identify ideas values and worldviews |
10.WS.1.a | Solving unknown words using variety of cues including morphology syllables root words origins background knowledge and context clues: Solve unknown words using a variety of cues (morphology dividing into syllables root words and origins background knowledge context clues) references and assistive technology |
10.WS.1.b | Explaining choice of strategy when solving new vocabulary demonstrating metacognitive awareness: Explain the choice of strategy when solving new vocabulary in texts (metacognition) |
10.FLUE.1.a | Reading variety of increasingly complex text forms smoothly with confidence using dimensions of fluency: Read a variety of increasingly complex text forms smoothly and with confidence; flexibly use dimensions of fluency (intonation stress pausing phrasing tone and volume) to convey meaning |
10.FLUE.1.b | Self-assessing silent reading; rehearsing and self-correcting chunks of texts as needed: Self-assess silent reading; rehearse and self-correct chunks of texts as needed |
10.VOC.1.a | Flexibly and independently using different strategies for internalizing new vocabulary words in increasingly complex texts: Flexibly and independently use different strategies for internalizing new vocabulary words in increasingly complex texts (context morphology dictionary text features etc) |
10.VOC.1.b | Explaining choice of strategy when interpreting new vocabulary demonstrating metacognitive processes: Explain the choice of strategy when interpreting new vocabulary in texts (metacognition) |
10.COMP.1.a | Constructing literal and inferred meaning of complex texts with connections to theme: Construct literal and inferred meaning of complex texts with connections to the theme |
10.COMP.1.b | Exploring effectiveness of variety of text features to convey intended meaning of writer: Explore the effectiveness of a variety of text features to convey the intended meaning of the writer |
10.COMP.1.c | Identifying connections between texts across genres by purpose audience and theme: Identify connections between texts across genres by purpose audience and/or theme |
10.COMP.1.d | Concisely summarizing key information from variety of sources: Concisely summarize key information from a variety of sources |
10.COMP.1.e | Distinguishing between main ideas and supporting details in complex texts: Distinguish between main ideas and supporting details |
10.COMP.2.a | Adjusting comprehension strategies as needed; explaining meta-cognitive processes when reading: Adjust comprehension strategies as needed; explain meta-cognitive processes when reading |
10.COMP.2.b | Summarizing key information by annotating questioning using graphic organizers: Summarize key information by annotating questioning using graphic organizers etc |
10.COMP.2.c | Using relevant questioning during reading to clarify understanding of text: Use relevant questioning during reading to clarify understanding of text |
10.COMP.2.d | Constructing meaning from variety of text forms including print and non-print texts: Construct meaning from a variety of text forms including print and non-print texts |
10.COMP.2.e | Responding accurately to many literal questions when reading longer denser texts: Respond accurately to many literal questions when reading longer denser texts |
10.COMP.2.f | Reviewing and locating information using text features and organization: Review and locate information using text |
10.COMP.3.a | Expressing and supporting how text has impacted changes in personal viewpoint and ideas: Express and support how a text has impacted changes in personal viewpoint/ideas |
10.COMP.3.b | Interpreting relationships among texts personal experiences and prior knowledge to make connections to current social and moral issues: Interpret relationships among texts personal experiences and prior knowledge to make connections between current social and moral issues |
10.COMP.3.c | Selecting insightful textual details that support responses and demonstrate understanding of structure form and genre: Select insightful textual details that support responses and demonstrate an understanding of structure form and genre |
10.CRIT.1.a | Explaining preferences and choice of reading material; communicating purpose of text selection related to learning needs and interests: Explain preferences and choice of reading material; communicate purpose of text selection related to learning needs and interests |
10.CRIT.1.b | Interpreting information using various text features effectively: Interpret information using text features |
10.CRIT.1.c | Explaining how events and main ideas are related to theme in complex texts: Explain how events/main ideas are related to theme |
10.CRIT.1.d | Assessing truth of claims by distinguishing between sound and false reasoning: Assess the truth of a claim by distinguishing between sound and false reasoning |
10.CRIT.1.e | Explaining how different elements of author's style and technique create meaning and impact: Explain how the different elements of author's style/technique create meaning and impact |
10.CRIT.1.f | Evaluating author's effectiveness using textual support and evidence: Evaluate author's effectiveness using textual support |
10.CRIT.1.g | Evaluating purpose structure and characteristics of variety of text forms and their contribution to understanding: Evaluate purpose structure and characteristics of a variety of text forms and how they contribute to understanding the text |
10.CRIT.1.h | Examining texts for bias and discriminatory perspectives: Examine texts for bias |
10.CRIT.1.i | Reflecting on ways various cultures genders socioeconomic groups are portrayed in texts: Reflect on ways in which various cultures genders socioeconomic groups are portrayed in texts |
10.CRIT.2.a | Referring to relevant textual details and features when inferring meaning: Refer to relevant textual details/features when inferring |
10.CRIT.2.b | Interpreting relationships between ideas to draw conclusions or make comparisons: Interpret relationships between ideas to draw conclusions or make comparisons |
10.CRIT.2.c | Supporting responses with relevant details from texts: Support responses with relevant details |
10.CRIT.2.d | Exploring relationships between language topic genre purpose context and audience: Explore relationships between language topic genre purpose context and audience |
10.CRIT.2.e | Challenging bias in variety of texts through critical analysis: Challenge bias in a variety of text |
10.PROC.1.a | Examining variety of mentor texts to guide creation and inspire effective writing: Examine a variety of mentor texts to guide creation |
10.PROC.1.b | Demonstrating awareness of which writing/representing processes work best in relation to audience and purpose: Demonstrate an awareness of which writing/representing processes work best in relation to audience and purpose |
10.PROC.1.c | Creating organization frameworks to manage content collect ideas and generate new knowledge and perspectives: Create organization frameworks to manage content collect ideas and generate new knowledge and perspectives |
10.PROC.1.d | Drafting cohesive text making critical choices about what to include or exclude: Draft a cohesive text making critical choices about what to include or exclude |
10.PROC.1.e | Clarifying strengthening and refining by adding deleting substituting and rearranging text: Clarify strengthen and refine by adding deleting substituting and rearranging text |
10.PROC.1.f | Requesting obtaining and making decisions about constructive criticism: Request obtain and make decisions about constructive criticism |
10.PROC.1.g | Finishing and presenting using variety of formats with attention to audience: Finish and present using a variety of formats |
10.PROC.1.h | Attending to fluency by reading aloud and adjusting sentences words and phrases: Attend to fluency often by reading aloud; adjust sentences words and phrases |
10.PROC.1.i | Using appropriate tools to edit conventions and strengthen word visual audio choices: Use appropriate tools to edit conventions and strengthen word/visual/audio choices |
10.PROC.1.j | Applying knowledge of copyright plagiarism including ethical use of AI: Apply knowledge of copyright/plagiarism (including the use of A.I.) |
10.PROC.1.k | Interpreting selecting and combining information using variety of strategies resources and technologies: Interpret select and combine information using a variety of strategies resources and technologies |
10.CRFT.1.a | Creating with purpose and understanding the influence of the writer/creator: Create with purpose and understand the influence of the writer/creator |
10.CRFT.2.a | Defining specific topic with main idea/thesis that supports identifiable purpose and specific audience: Define a specific topic with a main idea/thesis that supports an identifiable purpose and a specific audience |
10.CRFT.2.b | Maintaining clear narrow focus to support topic with minimal distractions: Maintain a clear narrow focus to support the topic with minimal distractions |
10.CRFT.2.c | Elaborating on main idea adding thoughtful details supportive reasoning and maintaining focus: Elaborate on a main idea add thoughtful details supportive reasoning and maintain focus |
10.CRFT.3.a | Creating smooth transitions between elements to clarify complex ideas and relationships: Create smooth transitions between elements (ideas sentences paragraphs) to clarify complex ideas and relationships |
10.CRFT.3.b | Crafting purposeful structure to present details that support main idea using organizational patterns: Craft a purposeful structure to present details that support the main idea (e.g. temporal sequence cause and effect compare and contrast) |
10.CRFT.3.c | Experimenting with varied organizational structures to enhance interest and engagement: Experiment with varied organizational structures to enhance interest |
10.CRFT.3.d | Including definite conclusion that provides closure and supports main idea: Include a definite conclusion that provides closure and supports the main idea |
10.CRFT.4.a | Enhancing message with figurative language including metaphor analogy symbolism: Enhance message with figurative language (e.g. metaphor analogy symbolism) |
10.CRFT.4.b | Using vocabulary that is varied and creates parallel structure for emphasis: Use vocabulary that is varied and creates parallel structure |
10.CRFT.5.a | Skillfully connecting audience to topic; showing care and commitment to topic; generating strong feeling energy and individuality: Skillfully connect the audience to the topic; show care and commitment to the topic; generate strong feeling energy and individuality |
10.CRFT.5.b | Choosing appropriate voice for writing task; revealing writer's perspective as appropriate to purpose audience and context: Choose appropriate voice for the writing task (formal or informal); reveal writer's perspective as appropriate to the purpose audience and context |
10.CRFT.6.a | Including well-crafted sentences to support meaning and readability: Include well-crafted sentences to support meaning and readability |
10.CRFT.6.b | Arranging sentences into coherent paragraphs and sustaining readability with transitions: Arrange sentences into coherent paragraphs and sustain readability with transitions |
10.CRFT.6.c | Varying sentence lengths and beginnings to create effective flow and rhythm: Vary sentence lengths and beginnings to create effective flow |
10.CONV.1.a | Correctly spelling almost all words using spelling support; correctly using homophones: Correctly spell almost all words; use spelling support; correctly use homophones |
10.CONV.1.b | Including internal punctuation and paragraphing of dialogue correctly: Include internal punctuation and paragraphing of dialogue |
10.CONV.1.c | Applying correct grammatical structures that make text readable and clear: Apply correct grammatical structures that make the text readable |
10.CONV.1.d | Using capitals correctly to identify proper nouns titles words used as names and abbreviations: Use capitals correctly to identify proper nouns titles words used as names and abbreviations |
10.CONV.1.e | Experimenting with skillful use of conventions to enhance meaning voice and readability: Experiment with skillful use of conventions to enhance meaning voice and readability |
10.CONV.1.f | Referencing all source content using appropriate formatting and available technology: Reference all source content using appropriate formatting and available technology |