Ela Pos K 9

ENGLISH
LANGUAGE
ARTS
INTRODUCTION thoughts, feelings and experiences; establish

relationships with family members and friends;
Clear student learning outcomes and high learning and strive to make sense and order of their world.
standards in the program of studies are designed to They may come to school speaking more than one
prepare students for present and future language language or learn another language in school. It is
requirements. Changes in society and technology important to respect and build upon a child’s first
have affected, and will continue to affect, the language. Experience in one language will benefit
ways in which people use language to think, to the learning of other languages.
communicate and to learn. Students must be
prepared to meet new literacy demands in Canada In their early years, children develop language
and the international community. The ability to informally. Long before they understand explicit
use language effectively enhances student language rules and conventions, children
opportunities to experience personal satisfaction reproduce the language they hear, and use
and to become responsible, contributing citizens language to construct and to convey new meaning
and lifelong learners. in unique ways. Later, language learning occurs
in specific contexts for specific purposes, such as
The Importance of Language learning about a specific subject, participating in
the community, and pursuing work and leisure
The Nature of Language activities.
Language is the basis of all communication and
Language development is continuous and
the primary instrument of thought. Composed of
recursive throughout a student’s life. Students
interrelated and rule-governed symbol systems,
enhance their language abilities by using what
language is a social and uniquely human means of
they know in new and more complex contexts and
exploring and communicating meaning. As well
with increasing sophistication. They reflect on
as being a defining feature of culture, language is
and use prior knowledge to extend and enhance
an unmistakable mark of personal identity and is
their language and understanding. By learning
essential for forming interpersonal relationships,
and incorporating new language structures into
extending experiences, reflecting on thought and
their repertoire and using them in a variety of
action, and contributing to society.
contexts, students develop language fluency and
proficiency. Positive learning experiences enable
Language Acquisition and Development
students to leave school with a desire to continue
Language learning is an active process that begins to extend their knowledge, skills and interests.
at birth and continues throughout life. Children
learn language as they use it to communicate their
English Language Arts (K–9) /1

Alberta Learning, Alberta, Canada (2000)
Language Learning: A Shared Responsibility English Language Arts
Responsibility for language learning is shared by The aim of English language arts is to enable each
students, parents, teachers and the community. student to understand and appreciate language,
Students require ongoing opportunities to use and to use it confidently and competently in a
language in its many forms. Opportunities to variety of situations for communication, personal
learn language occur first at home and are satisfaction and learning.
extended as children move into the larger
community. Schools provide environments where Students become confident and competent users of
students develop language knowledge, skills and all six language arts through many opportunities to
strategies to achieve academic, personal and social listen and speak, read and write, and view and
goals. represent in a variety of combinations and relevant
contexts. All the language arts are interrelated
Language development is the responsibility of all
and interdependent; facility in one strengthens
teachers. For example, subject area teachers teach
and supports the others. In the outcomes of the
the specialized language and forms of each
program of studies, the six language arts are
subject. English language arts teachers; however,
integrated.
have a special role because of their focus on
language, its forms and functions. They help
Listening and Speaking
students develop and apply strategies for
comprehending, composing and responding in a
Oral language is the foundation of literacy.
variety of situations.
Through listening and speaking, people
Thinking and Learning through Language communicate thoughts, feelings, experiences,
information and opinions, and learn to understand
Thinking, learning and language are interrelated. themselves and others. Oral language carries a
From Kindergarten to Grade 12, students use community’s stories, values, beliefs and traditions.
language to make sense of and bring order to their
world. They use language to examine new Listening and speaking enable students to explore
experiences and knowledge in relation to their ideas and concepts, as well as to understand and
prior knowledge, experiences and beliefs. They organize their experiences and knowledge. They
make connections, anticipate possibilities, reflect use oral language to learn, solve problems and
upon ideas and determine courses of action. reach goals. To become discerning, lifelong
learners, students at all grades need to develop
Language enables students to play an active role fluency and confidence in their oral language
in various communities of learners within and abilities. They benefit from many opportunities to
beyond the classroom. As students speak, write listen and speak both informally and formally for
and represent, they also listen to, read about and a variety of purposes.
view the ideas and experiences of others. Critical
and creative thinking and learning through Reading and Writing
language occur when students reflect, speculate,
create, analyze and synthesize. Reading and writing are powerful means of
communicating and learning. They enable
In addition, language facilitates student students to extend their knowledge and use of
development of metacognitive awareness; that is, language, increase their understanding of
it enables them to reflect on and control their own themselves and others, and experience enjoyment
thinking and learning processes. Language helps and personal satisfaction.
students develop an awareness of the skills and
strategies they need to complete learning tasks Reading provides students with a means of
successfully and to communicate about accessing the ideas, views and experiences of
themselves as learners. others. By using effective reading skills and
2/ English Language Arts (K–9)

(2000) Alberta Learning, Alberta, Canada
strategies, students construct meaning and develop texts. Oral texts include storytelling, dialogues,
thoughtful and critical interpretations of a variety speeches and conversations. Visual texts include
of texts. Writing enables students to explore, pictures, diagrams, tableaux, mime and nonverbal
shape and clarify their thoughts, and to communication. Combinations of oral, print or
communicate them to others. By using effective visual texts include videos, films, cartoons, drama
writing strategies, they discover and refine ideas and drum dancing.
and compose and revise with increasing
confidence and skill. Organization of the Program of Studies
Viewing and Representing Five general student outcomes serve as the

foundation for the program of studies. General
Viewing and representing are integral parts of outcomes are broad statements identifying the
contemporary life. These skills allow students to knowledge, skills and attitudes that students are
understand the ways in which images and expected to demonstrate with increasing
language may be used to convey ideas, values and competence and confidence from Kindergarten to
beliefs. Grade 12. The general outcomes are interrelated
and interdependent; each is to be achieved through
Viewing is an active process of attending to and a variety of listening, speaking, reading, writing,
comprehending such visual media as television, viewing and representing experiences.
advertising images, films, diagrams, symbols,
photographs, videos, drama, drawings, sculpture Students will listen, speak, read, write, view and
and paintings. Viewing enables students to represent to:
acquire information and to appreciate the ideas
and experiences of others. Many of the explore thoughts, ideas, feelings and
comprehension processes involved in reading, experiences
such as previewing, predicting and making
inferences, may also be used in viewing.
comprehend and respond personally and
Representing enables students to communicate critically to oral, print and other media
information and ideas through a variety of media, texts
such as video presentations, posters, diagrams,
charts, symbols, visual art, drama, mime and
models. manage ideas and information
Texts
enhance the clarity and artistry of
In today’s technological society, people access communication
information and find enjoyment in print, as well as
other language forms. For example, oral
communication and visual media are becoming respect, support and collaborate with
increasingly important. Often these forms are others.
used in combination with one another and in
conjunction with print. Therefore, texts refer not
only to print but also to oral and visual forms that Each general learning outcome includes specific
can be discussed, studied and analyzed. In outcomes that students are to achieve by the end
addition, texts are affected and influenced by how of each grade. Specific outcomes are categorized
they are transmitted, whether by computer, under headings within each of the five general
television, radio or book. Students need outcomes. The specific outcomes state the
knowledge, skills and strategies in all six language knowledge, skills and attitudes that students are
arts to compose, comprehend and respond to such expected to demonstrate by the end of each grade.

They are relevant for all students in a variety of General Outcome 3
learning environments and are cumulative across Students will listen, speak, read, write,
the grades. Students are expected to demonstrate view and represent to manage ideas and
the specific outcomes for their current grade while information.
building on and maintaining their ability to 3.1 Plan and focus
demonstrate the specific outcomes for previous 3.2 Select and process
grades. 3.3 Organize, record and evaluate
3.4 Share and review
It is intended that students engage in
purposeful language activities that General Outcome 4
respect individual differences and Students will listen, speak, read, write,
emphasize the interrelated and view and represent to enhance the
mutually supportive nature of the clarity and artistry of communication.
general and specific outcomes. 4.1 Enhance and improve
4.2 Attend to conventions
4.3 Present and share
OUTCOMES FOR ENGLISH General Outcome 5
LANGUAGE ARTS Students will listen, speak, read, write,
view and represent to respect, support
The aim of English language arts is to enable each and collaborate with others.
student to understand and appreciate language, 5.1 Respect others and strengthen
and to use it confidently and competently in a community
variety of situations for communication, personal 5.2 Work within a group
satisfaction and learning.
General Outcome 1
Students will listen, speak, read, write,
view and represent to explore thoughts,
ideas, feelings and experiences.
1.1 Discover and explore
1.2 Clarify and extend
General Outcome 2
Students will listen, speak, read, write,
view and represent to comprehend and
respond personally and critically to
oral, print and other media texts.
2.1 Use strategies and cues
2.2 Respond to texts
2.3 Understand forms, elements and
techniques
2.4 Create original text
4/ English Language Arts (K–9)

Guide to Reading the Program of Studies
First digit indicates general outcome;

second digit indicates subheading
Subheading for 2.4 Create Original Text

cluster of specific
outcomes
Grade 3 Grade 4
Side headings for Generate ideas

specific outcomes x experiment with ways of x use a variety of strategies for
generating and organizing generating and organizing
ideas prior to creating oral, ideas and experiences in oral,
print and other media texts print and other media texts
Elaborate on the expression of

Specific outcome ideas
statements— x use sentence variety to link x select and use visuals that
expected by the end ideas and create impressions enhance meaning of oral,
of each grade on familiar audiences print and other media texts
Structure texts
x experiment with a variety of x produce oral, print and other
story beginnings to choose media texts that follow a
ones that best introduce logical sequence, and
particular stories demonstrate clear
x add sufficient detail to oral, relationships between
print and other media texts to character and plot
tell about setting and x produce narratives that
character, and to sustain plot describe experiences and
reflect personal responses
General outcome Students will listen, speak, read, write, view and represent to
statement
comprehend and respond personally and critically to oral, print
and other media texts.

Experiment with
language and forms
Express preferences
Express ideas and Set goals

develop understanding
1.1 Discover and

Explore
General Outcome 1
Explore thoughts, ideas,

feelings and experiences
1.2 Clarify and

Extend
Extend understanding Consider the ideas of others
Combine ideas
STUDENTS WILL LISTEN, SPEAK, READ, WRITE, VIEW AND REPRESENT.
6/ English Language Arts (K–9) General Outcome 1

General Outcome 1 It is intended that students engage in
purposeful language arts activities that
Students will listen, speak, read, write, view
respect individual differences and
and represent to explore thoughts, ideas,
feelings and experiences. emphasize the interrelated and mutually
supportive nature of the general and
Exploratory language enables students to organize specific outcomes.
and give meaning to experiences. Students use
exploratory language to share thoughts, ideas and
experiences, and to express and acknowledge
emotions. Exploratory language enables students
to discover and understand what they think and
who they are. It also helps them reflect on
themselves as language learners and language
users. In addition, it helps them establish and
maintain relationships.
Exploratory language is often oral. Through talk

and conversation, students make observations, ask
questions, hypothesize, make predictions and form
opinions. Exploratory talk is often spontaneous.
Sometimes students discover what they think at
the point of utterance. Exploratory writing also
helps students clarify their thinking. When
students can see their ideas, thoughts, feelings and
experiences in writing, they can reconsider, revise
and elaborate on them in thoughtful ways.
Representing is also used to explore ideas and
interrelationships in diagrams, thought webs,
charts and other visual media. Exploratory
listening, reading and viewing enable students to
gather and verify information, identify areas for
further inquiry or research, and develop support
for opinions.
As students progress through the grades, they

develop the ability to use exploratory language to
achieve the other English language arts learning
outcomes. For example, exploratory talk and
writing enhance student comprehension by
focusing their prior knowledge and experiences
before reading, listening and viewing, and
subsequently help them understand and manage
information. Students use exploratory language
when analyzing, evaluating and responding to
texts, and when deciding how to use language
more effectively. They use conversation to
collaborate on projects and to develop a classroom
community.
General Outcome 1 English Language Arts (K–9) /7

1.1 Discover and Explore
Kindergarten Grade 1 Grade 2
Express ideas and develop understanding
x share personal experiences x share personal experiences x contribute relevant ideas and
prompted by oral, print and that are clearly related to oral, information from personal
other media texts print and other media texts experiences to group language
activities
x talk about ideas, experiences x talk with others about
and familiar events something recently learned x talk about how new ideas and
information have changed
x make observations about previous understanding
activities, experiences with
oral, print and other media x express or represent ideas and
texts feelings resulting from
activities or experiences with
oral, print and other media
texts
Experiment with language and forms
x talk and represent to explore, x experiment with different x use a variety of forms of oral,
express and share stories, ways of exploring and print and other media texts to
ideas and experiences developing stories, ideas and organize and give meaning to
experiences experiences, ideas and
information
Express preferences
x talk about favourite oral, print x express preferences for a x explain why particular oral,
and other media texts variety of oral, print and other print or other media texts are
media texts personal favourites
Set goals
x talk about own reading and x choose to read and write for x recognize and talk about
writing experiences and with others developing abilities as readers,
writers and illustrators
Students will listen, speak, read, write, view and represent

to explore thoughts, ideas, feelings and experiences.

Grade 3 Grade 4
x connect prior knowledge and personal x compare new ideas, information and
experiences with new ideas and information in experiences to prior knowledge and experiences
oral, print and other media texts
x ask questions, paraphrase and discuss to explore
x explain understanding of new concepts in own ideas and understand new concepts
words
x share personal responses to explore and develop
x explore ideas and feelings by asking questions, understanding of oral, print and other media
talking to others and referring to oral, print and texts
other media texts
x choose appropriate forms of oral, print and other x discuss and compare the ways similar topics are
media texts for communicating and sharing developed in different forms of oral, print and
ideas with others other media texts
Express preferences
x choose and share a variety of oral, print and x select preferred forms from a variety of oral,
other media texts in areas of particular interest print and other media texts
Set goals
x discuss areas of personal accomplishment as x identify areas of personal accomplishment and

readers, writers and illustrators areas for enhancement in language learning and
use


Grade 5 Grade 6
x use appropriate prior knowledge and x use prior experiences with oral, print and other
experiences to make sense of new ideas and media texts to choose new texts that meet
information learning needs and interests
x read, write, represent and talk to explore x read, write, represent and talk to explore and
personal understandings of new ideas and explain connections between prior knowledge
information and new information in oral, print and other
media texts
x use own experiences as a basis for exploring and
expressing opinions and understanding x engage in exploratory communication to share
personal responses and develop own
interpretations
x select from provided forms of oral, print and x experiment with a variety of forms of oral, print
other media texts those that best organize ideas and other media texts to discover those best
and information and develop understanding of suited for exploring, organizing and sharing
topics ideas, information and experiences
Express preferences
x select and explain preferences for particular x assess a variety of oral, print and other media
forms of oral, print and other media texts texts, and discuss preferences for particular
forms
Set goals
x reflect on areas of personal accomplishment, x assess personal language use, and revise
and set personal goals to improve language personal goals to enhance language learning and
learning and use use


Grade 7 Grade 8 Grade 9
x extend understanding of ideas x revise understanding and x talk with others and
and information by finding expression of ideas by experience a variety of oral,
and exploring oral, print and connecting new and prior print and other media texts to
other media texts on related knowledge and experiences explore, develop and justify
topics and themes own opinions and points of
x review, reread, discuss and view
x express personal reflect on oral, print and other
understandings of ideas and media texts to explore, x explore and explain how
information based on prior confirm or revise interactions with others and
knowledge, experiences with understanding with oral, print and other
others and a variety of oral, media texts affect personal
print and other media texts x seek out and consider diverse understandings
ideas, opinions and
x reflect on own observations experiences to develop and x extend understanding by
and experiences to understand extend own ideas, opinions taking different points of view
and develop oral, print and and experiences when rereading and reflecting
other media texts on oral, print and other media
texts
x discuss and respond to ways x discuss and respond to ways x develop and extend
that content and forms of oral, that forms of oral, print and understanding by expressing
print and other media texts other media texts enhance or and responding to ideas on the
interact to influence constrain the development and same topic, in a variety of
understanding communication of ideas, forms of oral, print and other
information and experiences media texts
Express preferences
x explore and assess oral, print x pursue personal interest in x explain preferences for texts
and other media texts specific genres by particular and genres by particular
recommended by others writers, artists, storytellers and writers, artists, storytellers and
filmmakers filmmakers
Set goals
x use appropriate terminology to x examine and reflect on own x reflect on own growth in
discuss developing abilities in growth in effective use of language learning and use, by
personal language learning language to revise and extend considering progress over time
and use personal goals and the attainment of personal
goals


1.2 Clarify and Extend
Consider the ideas of others
x listen to experiences and x listen and respond x connect own ideas and
feelings shared by others appropriately to experiences experiences with those shared
and feelings shared by others by others
Combine ideas
x connect related ideas and x group ideas and information x record ideas and information
information into categories determined by in ways that make sense
an adult
Extend understanding
x express interest in new ideas x ask questions to get additional x find more information about
and experiences ideas and information on new ideas and topics
topics of interest


Grade 3 Grade 4
x ask for the ideas and observations of others to x identify other perspectives by exploring a
explore and clarify personal understanding variety of ideas, opinions, responses and oral,
print and other media texts
Combine ideas
x experiment with arranging and recording ideas x use talk, notes, personal writing and
and information in a variety of ways representing to record and reflect on ideas,
information and experiences
x ask questions to clarify information and ensure x explore ways to find additional ideas and
understanding information to extend understanding


Grade 5 Grade 6
x seek the viewpoints of others to build on x select from the ideas and observations of others
personal responses and understanding to expand personal understanding
Combine ideas
x use talk, notes, personal writing and x use talk, notes, personal writing and
representing to explore relationships among own representing, together with texts and the ideas of
ideas and experiences, those of others and those others, to clarify and shape understanding
encountered in oral, print and other media texts
x search for further ideas and information from x evaluate the usefulness of new ideas, techniques
others and from oral, print and other media texts and texts in terms of present understanding
to extend understanding


x listen and respond x acknowledge the value of the x integrate own perspectives and
constructively to alternative ideas and opinions of others in interpretations with new
ideas or opinions exploring and extending understandings developed
personal interpretations and through discussing and
perspectives through experiencing a variety
of oral, print and other media
texts
Combine ideas
x use talk, writing and x exchange ideas and opinions x examine and re-examine ideas,
representing to examine, to clarify understanding and to information and experiences
clarify and assess broaden personal perspectives from different points of view
understanding of ideas, to find patterns and see
information and experiences relationships
x talk with others to elaborate x reconsider and revise initial x assess whether new
ideas, and ask specific understandings and responses information extends
questions to seek helpful in light of new ideas, understanding by considering
feedback information and feedback diverse opinions and exploring
from others ambiguities


Use comprehension Use textual
strategies cues
Use prior Use phonics and
knowledge structural analysis
Use references
2.1 Use Strategies

and Cues Experience
various texts Construct meaning
from texts
2.2 Respond Appreciate the

to Texts artistry of texts
General Outcome 2
Comprehend and respond
personally and critically to oral,
Understand
2.3 Understand forms and genres
Forms, Elements
and Techniques
Understand
techniques and
elements
Experiment
2.4 Create with language
Original Text
Generate ideas
Structure
Elaborate on the
texts
expression of ideas

and represent to comprehend and respond
personally and critically to oral, print and emphasize the interrelated and mutually
other media texts. supportive nature of the general and
specific outcomes.
Students use a variety of strategies and cueing
systems as they interact with oral, print and other
media texts. They preview, ask questions and set
purposes. Students attend to the ideas being
presented, make and confirm predictions and
inferences, and monitor their understanding. As
they interact with texts, students respond by
reflecting, creating, analyzing, synthesizing and
evaluating. Successful learners adapt these
strategies as they construct meaning from a variety
of oral, print and other media texts.
Making meaning of oral, print and other media

texts is fundamental to English language arts.
Through these texts, students experience a variety
of situations, people and cultures, and learn about
themselves. Oral, print and other media texts
allow for multiple interpretations. Students can
respond personally to texts, by relating them to
their prior knowledge, to their feelings and
experiences, and to other texts. Through personal
response, students explore and form values and
beliefs. They respond critically to texts, by
making interpretations and evaluating ideas, forms
and techniques.
Students enhance their comprehension of and

response to oral, print and other media texts
through learning experiences in all the general
outcomes. Exploratory talk and writing, for
example, strengthen student understanding and
evaluation of texts. Their appreciation of literary
texts provides students with a range of topics and
encourages them to experiment with a variety of
forms in their own communication. Responding
to oral, print and other media texts provides
students with new insights.

2.1 Use Strategies and Cues
Use prior knowledge
x connect oral language with x use knowledge of how oral x use knowledge of how oral
print and pictures language is used in a variety and written language is used
of contexts to construct and in a variety of contexts to
x understand that stories, confirm meaning construct and confirm
information and personal meaning
experiences can be recorded in x use previous experience and
pictures and print and can be knowledge of oral language to x connect personal experiences
listened to, read or viewed make connections to the and knowledge of words,
meaning of oral, print and sentences and story patterns
x expect print and pictures to other media texts from previous reading
have meaning and to be experiences to construct and
related to each other in print x use knowledge of context, confirm meaning
and other media texts pictures, letters, words,
sentences, predictable patterns x use knowledge of the
x understand that print and and rhymes in a variety of organizational structures of
books are organized in oral, print and other media print and stories, such as book
predictable ways texts to construct and confirm covers, titles, pictures and
meaning typical beginnings, to
construct and confirm
x use knowledge of print, meaning
pictures, book covers and title
pages to construct and confirm
meaning
Use comprehension strategies

x begin to use language x use language prediction skills x use knowledge of oral
prediction skills when stories to identify unknown words language to predict words
are read aloud within the context of a when reading stories and
sentence poems
x ask questions and make
comments during listening and x use a variety of strategies, x apply a variety of strategies,
reading activities such as making predictions, such as asking questions,
rereading and reading on making predictions,
x recall events and characters in recognizing relationships
familiar stories read aloud by x talk about print or other media among story elements and
others texts previously read or drawing conclusions
viewed
x read own first name, x identify the main idea or topic
environmental print and x identify the main idea or topic and supporting details of
symbols, words that have of simple narrative and simple narrative and
personal significance and expository texts expository texts
some words in texts
(continued on page 22) (continued on page 22)

to comprehend and respond personally and critically
to oral, print and other media texts.

Grade 3 Grade 4
Use prior knowledge
x share ideas developed through interests, x use ideas and concepts, developed through
experiences and discussion that are related to personal interests, experiences and discussion,
new ideas and information to understand new ideas and information
x identify the different ways in which oral, print x explain how the organizational structure of oral,
and other media texts, such as stories, textbooks, print and other media texts can assist in
letters, pictionaries and junior dictionaries, are constructing and confirming meaning
organized, and use them to construct and
confirm meaning
x use grammatical knowledge to predict words x preview sections of print texts to identify the
and sentence structures when reading narrative general nature of the information and to set
and expository materials appropriate purpose and reading rate
x apply a variety of strategies, such as setting a x comprehend new ideas and information by
purpose, confirming predictions, making responding personally and discussing ideas with
inferences and drawing conclusions others
x identify the main idea or topic and supporting x extend sight vocabulary to include words
details in simple narrative and expository frequently used in other subject areas
passages
x monitor understanding by confirming or revising
(continued on page 23) inferences and predictions based on information
in text


Grade 5 Grade 6
Use prior knowledge
x describe ways that personal experiences and x combine personal experiences and the
prior knowledge contribute to understanding knowledge and skills gained through previous
new ideas and information experiences with oral, print and other media
texts to understand new ideas and information
x use knowledge of organizational structures, such
as tables of contents, indices, topic sentences x apply knowledge of organizational structures of
and headings, to locate information and to oral, print and other media texts to assist with
construct and confirm meaning constructing and confirming meaning
x preview sections of print texts, and apply x identify, and explain in own words, the
reading rate and strategies appropriate for the interrelationship of the main ideas and
purpose, content and format of the texts supporting details
x comprehend new ideas and information by x preview the content and structure of subject area
responding personally, taking notes and texts, and use this information to set a purpose,
discussing ideas with others rate and strategy for reading
x use the meanings of familiar words to predict x use definitions provided in context to identify
the meanings of unfamiliar words in context the meanings of unfamiliar words
x monitor understanding by comparing personal x monitor understanding by evaluating new ideas

knowledge and experiences with information on and information in relation to known ideas and
the same topic from a variety of sources information


Use prior knowledge
x select and focus relevant ideas x use strategies to supplement x discuss how interpretations of
from personal experiences and and extend prior knowledge the same text might vary,
prior knowledge to understand and experiences when according to the prior
new ideas and information interpreting new ideas and knowledge and experiences of
information various readers
x use expectations and
preferences developed during x use knowledge of authors, x use previous reading
previous reading experiences forms and genres, developed experiences, personal
to select and read new texts during previous reading, to experiences and prior
with purpose direct and extend reading knowledge as a basis for
experiences reflecting on and interpreting
ideas encountered in texts
x identify, connect, and x enhance understanding by x identify explicit and implicit

summarize in own words, the paraphrasing main ideas and ideas and information in texts;
main ideas from two or more supporting details, and by listen and respond to various
sources on the same topic rereading and discussing interpretations of the same text
relevant passages
x use concept mapping and x select appropriate reading rate
mental rehearsal to remember x monitor understanding; skim, and strategies for
main ideas and relevant details scan or read slowly and comprehending texts less
carefully, as appropriate, to closely connected to prior
x adjust reading rate and enhance comprehension knowledge and personal
strategies to account for experiences
changes in structural features x take notes, make outlines and
of texts and complexity of use such strategies as read, x preview complex texts as to
content recite, review to comprehend their intent, content and
and remember ideas and structure, and use this
information information to set a purpose
and select strategies for
reading


2.1 Use Strategies and Cues (continued)
(continued from page 18) (continued from page 18)
x identify by sight some familiar x identify by sight an increasing

words from favourite print number of high frequency
texts words and familiar words
from favourite books
x identify high frequency words
by sight x read aloud with fluency,
accuracy and expression
x read aloud with some fluency
and accuracy, after rehearsal x figure out, predict and monitor
the meaning of unfamiliar
x self-correct when reading does words to make sense of
not make sense, using cues reading, using cues such as
such as pictures, context, pictures, context, phonics,
phonics, grammatical grammatical awareness and
awareness and background background knowledge
knowledge
Use textual cues
x attend to print cues when x preview book cover, pictures x preview book covers and
stories are read aloud and location of text to assist titles; look for familiar words,
with constructing and phrases and story patterns to
x begin to identify some confirming meaning assist with constructing and
individual words in texts that confirming meaning
have been read aloud x use word boundaries, capital
letters, periods, question x use predictable phrases and
marks and exclamation marks sentence patterns, and attend
to assist with constructing and to capital letters, periods,
confirming meaning during question marks and
oral and silent reading exclamation marks to read
accurately, fluently and with
comprehension during oral
and silent reading


Grade 3 Grade 4
Use comprehension strategies (continued from page 19)
x extend sight vocabulary to include predictable

phrases and words related to language use
x read silently with increasing confidence and

accuracy
x monitor and confirm meaning by rereading

when necessary, and by applying knowledge of
pragmatic, semantic, syntactic and graphophonic
cueing systems
Use textual cues
x use headings, paragraphs, punctuation and x use text features, such as headings, subheadings
quotation marks to assist with constructing and and margin organizers, to enhance
confirming meaning understanding of ideas and information
x attend to and use knowledge of capitalization, x distinguish differences in the structural elements
commas in a series, question marks, exclamation of texts, such as letters and storybooks, to access
marks and quotation marks to read accurately, and comprehend ideas and information
fluently and with comprehension during oral
and silent reading


Grade 5 Grade 6
Use textual cues
x use text features, such as maps, diagrams, x use text features, such as charts, graphs and
special fonts and graphics, that highlight dictionaries, to enhance understanding of ideas
important concepts to enhance understanding of and information
ideas and information
x identify and use the structural elements of texts,
x identify and use the structural elements of texts, such as magazines, newspapers, newscasts and
such as letters, brochures, glossaries and news features, to access and comprehend ideas
encyclopedias, to access and comprehend ideas and information
and information


Use textual cues
x identify and use visual and x identify and use visual and x use knowledge of visual and
textual cues, such as numbers, textual cues in reference textual cues and structural
bullets and words; for materials, such as catalogues, features when skimming and
example, first/then/next, databases, web sites, thesauri scanning various print and
before/after, on the one and writers’ handbooks, to other media texts to locate
hand/on the other hand and access information effectively relevant information
if/then, that signal and efficiently effectively and efficiently
organizational patterns in print
and other media texts, to x identify and use structural x analyze and discuss how the
enhance understanding of features of a variety of oral, structural features of
ideas and information print and other media texts, informational materials, such
such as newspapers, as textbooks, bibliographies,
x identify and use, effectively magazines, instruction databases, catalogues, web
and efficiently, structural booklets, advertisements and sites, commercials and
features of textbooks, such as schedules, encountered in newscasts, enhance the
tables of contents and indices, everyday life to access ideas effectiveness and efficiency of
to access ideas and and information and to read communication
information and to read with with purpose
purpose


Use phonics and structural analysis
x begin to make connections x segment and blend sounds in x apply phonic rules and
among sounds, letters, words, words spoken or heard generalizations to read
pictures and meaning unfamiliar words in context
x use phonic knowledge and
x identify and generate rhyming skills to read unfamiliar words x apply knowledge of long and
words in oral language in context short vowel sounds to read
unfamiliar words in context
x hear and identify sounds in x use analogy to generate and
words read phonically regular word x use knowledge of word parts,
families contractions and compound
x associate sounds with words to read unfamiliar
consonants that appear at the x associate sounds with letters words in context
beginning of personally and some letter clusters
significant words x associate sounds with some
vowel combinations,
consonant blends and
digraphs, and letter clusters to
read unfamiliar words in
context
Use references
x recite the letters of the x use a displayed alphabet as an x put words in alphabetical
alphabet in order aid when writing order by first letter
x copy scribed words and print x use personal word books, print x use pictionaries and personal
texts to assist with writing texts and environmental print word books to confirm the
to assist with writing spellings or locate the
meanings of unfamiliar words
x name and match the upper and in oral, print and other media
lower case forms of letters texts


Grade 3 Grade 4
x apply phonic rules and generalizations x identify and know the meaning of some
competently and confidently to read unfamiliar frequently used prefixes and suffixes
words in context
x apply knowledge of root words, compound
x apply word analysis strategies to segment words words, syllabication, contractions and complex
into parts or syllables, when reading unfamiliar word families to read unfamiliar words in
words in context context
x associate sounds with an increasing number of x integrate knowledge of phonics and sight
vowel combinations, consonant blends and vocabulary with knowledge of language and
digraphs, and letter clusters to read unfamiliar context clues to read unfamiliar words in
words in context context
Use references
x put words in alphabetical order by first and x use alphabetical order by first and second letter
second letter to locate information in reference materials
x use pictionaries, junior dictionaries and x use junior dictionaries, spell-check functions
spell-check functions to confirm the spellings or and electronic dictionaries to confirm the
locate the meanings of unfamiliar words in oral, spellings or locate the meanings of unfamiliar
print and other media texts words in oral, print and other media texts


Grade 5 Grade 6
x identify and know by sight the meaning of high x use the meanings of prefixes and suffixes to
frequency prefixes and suffixes to read predict the meanings of unfamiliar words in
unfamiliar, multisyllable words in context context
x integrate knowledge of phonics, sight x integrate and apply knowledge of phonics, sight
vocabulary and structural analysis with vocabulary, language and context clues, and
knowledge of language and context clues to read structural analysis to read unfamiliar words in
unfamiliar words in context texts of increasing length and complexity
Use references
x find words in dictionaries and glossaries to x choose the most appropriate reference to
confirm the spellings or locate the meanings, by confirm the spellings or locate the meanings of
using knowledge of phonics and structural unfamiliar words in oral, print and other media
analysis, alphabetical order and guide words texts


x apply, flexibly, knowledge of x choose and use strategies for x apply and explain effective
phonics, sight vocabulary, word identification, procedures for identifying and
structural analysis, language vocabulary development and comprehending words in
and context clues, depending spelling that either build on context; adjust procedures
on the purpose and rate of specific strengths or address according to the purpose for
reading areas for improvement reading and the complexity of
the texts
Use references
x skim and scan reference x use a thesaurus to extend x use reference materials,
materials to confirm the vocabulary and locate including a writer’s handbook,
spellings or locate the appropriate words that express to verify correct usage,
meanings of unfamiliar words particular aspects of meaning address uncertainties and
solve problems that arise


2.2 Respond to Texts
Experience various texts
x participate in shared listening, x participate in shared listening, x engage in a variety of shared

reading and viewing reading and viewing and independent listening,
experiences, using oral, print experiences, using oral, print reading and viewing
and other media texts from a and other media texts from a experiences, using oral, print
variety of cultural traditions variety of cultural traditions and other media texts from a
and genres, such as picture and genres, such as poems, variety of cultural traditions
books, fairy tales, rhymes, storytelling by elders, pattern and genres, such as legends,
stories, photographs, books, audiotapes, stories and video programs, puppet plays,
illustrations and video cartoons songs, riddles and
programs informational texts
x illustrate and enact stories,
x listen and view attentively rhymes and songs x identify favourite kinds of
oral, print and other media
x identify favourite stories and x remember and retell familiar texts
books stories and rhymes
x model own oral, print and
other media texts on familiar
forms
x respond to mood established

in a variety of oral, print and
other media texts
Construct meaning from texts
x relate aspects of oral, print and x relate aspects of stories and x connect situations portrayed in
other media texts to personal characters to personal feelings oral, print and other media
feelings and experiences and experiences texts to personal and
classroom experiences
x talk about and represent the x retell interesting or important
actions of characters portrayed aspects of oral, print and other x retell the events portrayed in
in oral, print and other media media texts oral, print and other media
texts texts in sequence
(continued on page 34) (continued on page 34) (continued on page 34)


Grade 3 Grade 4
x choose a variety of oral, print and other media x experience oral, print and other media texts
texts for shared and independent listening, from a variety of cultural traditions and genres,
reading and viewing experiences, using texts such as personal narratives, plays, novels, video
from a variety of cultural traditions and genres, programs, adventure stories, folk tales,
such as nonfiction, chapter books, illustrated informational texts, mysteries, poetry and
storybooks, drum dances, fables, CDROM CDROM programs
programs and plays
x identify and discuss favourite authors, topics
x tell or write about favourite parts of oral, print and kinds of oral, print and other media texts
and other media texts
x discuss a variety of oral, print or other media
x identify types of literature, such as humour, texts by the same author, illustrator, storyteller
poetry, adventure and fairy tales, and describe or filmmaker
favourites
x retell events of stories in another form or
x connect own experiences with the experiences medium
of individuals portrayed in oral, print and other
media texts, using textual references x make general evaluative statements about oral,
x connect portrayals of characters or situations in x connect the thoughts and actions of characters
oral, print and other media texts to personal and portrayed in oral, print and other media texts to
classroom experiences personal and classroom experiences
x summarize the main idea of individual oral, x identify the main events in oral, print and other
print and other media texts media texts; explain their causes, and describe
how they influence subsequent events


Grade 5 Grade 6
x experience oral, print and other media texts x experience oral, print and other media texts
from a variety of cultural traditions and genres, from a variety of cultural traditions and genres,
such as historical fiction, myths, biographies, such as autobiographies, travelogues, comics,
poetry, news reports and guest speakers short films, myths, legends and dramatic
performances
x express points of view about oral, print and
other media texts x explain own point of view about oral, print and
other media texts
x make connections between fictional texts and
historical events x make connections between own life and
characters and ideas in oral, print and other
x describe and discuss new places, times, media texts
characters and events encountered in oral, print
and other media texts x discuss common topics or themes in a variety of
x write or represent the meaning of texts in
different forms x discuss the author’s, illustrator’s, storyteller’s or
filmmaker’s intention or purpose

x compare characters and situations portrayed in x observe and discuss aspects of human nature
oral, print and other media texts to those revealed in oral, print and other media texts, and
encountered in the classroom and community relate them to those encountered in the
community
x describe characters’ qualities based on what
they say and do and how they are described in x summarize oral, print or other media texts,
oral, print and other media texts indicating the connections among events,
characters and settings



x experience oral, print and x experience oral, print and x experience oral, print and
other media texts from a other media texts from a other media texts from a
variety of cultural traditions variety of cultural traditions variety of cultural traditions
and genres, such as journals, and genres, such as magazine and genres, such as essays,
nature programs, short stories, articles, diaries, drama, poetry, broadcast advertisements,
poetry, letters, CDROM Internet passages, fantasy, novels, poetry, documentaries,
programs, mysteries, historical nonfiction, advertisements and films, electronic magazines
fiction, drawings and prints photographs and realistic fiction
x justify own point of view x write and represent narratives x identify and discuss how
about oral, print and other from other points of view timeless themes are developed
media texts, using evidence in a variety of oral, print and
from texts x expect that there is more than other media texts
one interpretation for oral,
x organize interpretations of print and other media texts, x consider historical context
oral, print and other media and discuss other points of when developing own points of
texts around two or three key view view or interpretations of oral,
ideas print and other media texts
x explain connections between
x express interpretations of oral, own interpretation and x compare and contrast own life
print and other media texts in information in texts, and infer situation with themes of oral,
another form or genre how texts will influence others print and other media texts
x predict and discuss the x make connections between x express the themes of oral,
consequences of events or biographical information print or other media texts in
characters’ actions, based on about authors, illustrators, different forms or genres
information in oral, print and storytellers and filmmakers
x consider peers’ interpretations
other media texts and their texts
of oral, print and other media
texts, referring to the texts for
supporting or contradicting
evidence
x compare the choices and x interpret the choices and x analyze how the choices and
behaviours of characters motives of characters motives of characters
portrayed in oral, print and portrayed in oral, print and portrayed in oral, print and
other media texts with those of other media texts, and other media texts provide
self and others examine how they relate to insight into those of self and
self and others others
x analyze how plot develops; the
connection between plot and x identify and describe x identify and discuss theme and
subplot; and the characters’ attributes and point of view in oral, print and
interrelationship of plot, motivations, using evidence other media texts
setting and characters from the text and personal
experiences
(continued on page 37) (continued on page 37) (continued on page 37)


2.2 Respond to Texts (continued)
(continued from page 30) (continued from page 30) (continued from page 30)
x talk about experiences similar x tell or represent the beginning, x suggest alternative endings for
or related to those in oral, middle and end of stories oral, print and other media
print and other media texts texts
x tell, represent or write about
experiences similar or related x discuss, represent or write
to those in oral, print and about interesting or important
other media texts aspects of oral, print and other
media texts
x tell what was liked or disliked
about oral, print and other x express thoughts or feelings
media texts related to the events and
characters in oral, print and
other media texts
Appreciate the artistry of texts
x experiment with sounds, x identify how words can x identify and use words and
words, word patterns, rhymes imitate sounds and create sentences that have particular
and rhythms special effects emotional effects
x experiment with repetition, x identify words in oral, print

rhyme and rhythm to create and other media texts that
effects in own oral, print and create clear pictures or
other media texts impressions of sounds and
sights


Grade 3 Grade 4

x discuss, represent or write about ideas in oral, x compare similar oral, print and other media texts
print and other media texts, and relate them to and express preferences, using evidence from
own ideas and experiences and to other texts personal experiences and the texts
x make inferences about a character’s actions or x develop own opinions based on ideas
feelings encountered in oral, print and other media texts
x express preferences for one character over

another
x express feelings related to words, visuals and x explain how onomatopoeia and alliteration are
sound in oral, print and other media texts used to create mental images
x identify how authors use comparisons, and x explain how language and visuals work together
explain how they create mental images to communicate meaning and enhance effect


Grade 5 Grade 6
x describe and discuss the influence of setting on x identify or infer reasons for a character’s actions
the characters and events or feelings
x support own interpretations of oral, print and x make judgements and inferences related to
other media texts, using evidence from personal events, characters, setting and main ideas of
experiences and the texts oral, print and other media texts
x retell or represent stories from the points of x comment on the credibility of characters and
view of different characters events in oral, print and other media texts, using
evidence from personal experiences and the text
x explain how simile and hyperbole are used to x explain how metaphor, personification and
create mood and mental images synecdoche are used to create mood and mental
images
x alter sentences and word choices to enhance
meaning and to create mood and special effects x experiment with sentence patterns, imagery and
exaggeration to create mood and mental images
x discuss how detail is used to enhance character,

setting, action and mood in oral, print and other
media texts


(continued from page 33) (continued from page 33) (continued from page 33)
x identify and explain conflict, x discuss various ways x discuss and explain various
and discuss how it develops characters are developed and interpretations of the same
and may be resolved the reasons for and plausibility oral, print or other media text
of character change
x develop, clarify and defend x relate the themes, emotions
own interpretation, based on x compare two similar oral, and experiences portrayed in
evidence from the text with print or other media texts by oral, print and other media
support from own experiences considering the characters, texts to issues of personal
plot, conflicts and main ideas interest or significance
x discuss how techniques, such x discuss how techniques, such x discuss how techniques, such
as colour, shape, composition, as word choice, balance, as irony, symbolism,
suspense, foreshadowing and camera angles, line and perspective and proportion,
flashback, are used to framing, communicate communicate meaning and
communicate meaning and meaning and enhance effects enhance effect in oral, print
enhance effects in oral, print in oral, print and other media and other media texts
and other media texts texts
x discuss character development
x identify and explain the x identify ways that characters in terms of consistency of
usefulness, effectiveness and can be developed, and discuss behaviour and plausibility of
limitations of various forms of how character, plot and setting change
oral, print and other media are interconnected and
texts mutually supportive x describe how theme, dominant
impression and mood are
x reflect on, revise and elaborate x identify and discuss how word developed and sustained
on initial impressions of oral, choice and order, figurative through choices in language
print and other media texts, language, plot, setting and use and the interrelationship
through subsequent reading, character work together to of plot, setting and character
listening and viewing create mood and tone
activities x identify features that define
particular oral, print and other
media texts; discuss
differences in style and their
effects on content and
audience impression


2.3 Understand Forms, Elements and Techniques

Understand forms and genres
x experience a variety of oral, x distinguish differences in the x recognize that ideas and
print and other media texts ways various oral, print and information can be expressed
other media texts are in a variety of oral, print and
organized other media texts
x identify various forms of x identify and explain the use of

media texts various communication
technologies
Understand techniques and elements
x develop a sense of story x know that stories have x identify main characters,
through reading, listening and beginnings, middles and places and events in a variety
viewing experiences endings of oral, print and other media
texts
x identify the main characters in x tell what characters do or what
a variety of oral, print and happens to them in a variety of x identify how pictures,
other media texts oral, print and other media illustrations and special fonts
texts relate to and enhance print and
other media texts
Experiment with language
x appreciate the sounds and x demonstrate interest in x demonstrate interest in the

rhythms of language in shared repetition, rhyme and rhythm sounds of words and word
language experiences, such as in shared language combinations in pattern books,
nursery rhymes and personal experiences, such as action poems, songs, and oral and
songs songs and word play visual presentations


Grade 3 Grade 4
x identify distinguishing features of a variety of x describe and compare the main characteristics of
oral, print and other media texts a variety of oral, print and other media texts
x discuss ways that visual images convey meaning x identify various ways that information can be
in print and other media texts recorded and presented visually
x include events, setting and characters when x identify and explain connections among events,
summarizing or retelling oral, print or other setting and main characters in oral, print and
media texts other media texts
x describe the main characters in terms of who x identify the speaker or narrator of oral, print or
they are, their actions in the story and their other media texts
relations with other characters
x identify how specific techniques are used to
x identify ways that messages are enhanced in affect viewer perceptions in media texts
oral, print and other media texts by the use of
specific techniques
x recognize examples of repeated humour, sound x recognize how words and word combinations,
and poetic effects that contribute to audience such as word play, repetition and rhyme,
enjoyment influence or convey meaning


Grade 5 Grade 6
x identify and discuss similarities and differences x identify key characteristics of a variety of forms
among a variety of forms of oral, print and other or genres of oral, print and other media texts
media texts
x discuss the differences between print and other
x identify the main characteristics of familiar media versions of the same text
media and media texts
x identify the main problem or conflict in oral, x discuss the connections among plot, setting and
print and other media texts, and explain how it characters in oral, print and other media texts
is resolved
x identify first and third person narration, and
x identify and discuss the main character’s point discuss preferences with reference to familiar
of view and motivation texts
x identify examples of apt word choice and x explore techniques, such as visual imagery,
imagery that create particular effects sound, flashback and voice inflection, in oral,
x identify sections or elements in print or other
media texts, such as shots in films or sections in x identify strategies that presenters use in media
magazines texts to influence audiences
x experiment with words and sentence patterns to x alter words, forms and sentence patterns to
create word pictures; identify how imagery and create new versions of texts for a variety of
figurative language, such as simile and purposes; explain how imagery and figurative
exaggeration, convey meaning language, such as personification and
alliteration, clarify and enhance meaning



x identify various forms and x discuss how the choice of form x explain the relationships between
genres of oral, print and other or genre of oral, print and other purposes and characteristics of
media texts, and describe key media texts is appropriate to various forms and genres of oral,
characteristics of each purpose and audience print and other media texts
x identify the characteristics of x compare the usefulness of x evaluate the effectiveness of

different types of media texts different types of media texts different types of media texts
for presenting ideas and
information
x discuss connections among plot x distinguish theme from topic or x compare the development of
and subplot, main and main idea in oral, print and character, plot and theme in two
supporting characters, main idea other media texts oral, print or other media texts
and theme in a variety of oral,
print and other media texts x identify and explain characters’ x evaluate the effectiveness of
qualities and motivations, by oral, print and other media texts,
x identify the narrator’s considering their words and considering the believability of
perspective, and explain how it actions, their interactions with plot and setting, the credibility
affects the overall meaning of a other characters and the of characters, and the
text author’s or narrator’s development and resolution of
perspective conflict
x identify and explain how
narrative hooks, foreshadowing, x compare and contrast the x compare a main character in one
flashback, suspense and surprise different perspectives provided text to the main character in
endings contribute to the by first and third person another text from a different
effectiveness of plot narration era, genre or medium
development
x summarize the content of media x identify ways that a change in
x explain how sound and image texts, and discuss the choices narrator might affect the overall
work together to create effects made in planning and producing meaning of oral, print and other
in media texts them media texts
x summarize the content of media

texts, and suggest alternative
treatments

x explore surprising and playful x identify creative uses of x analyze creative uses of
uses of language and visuals in language and visuals in popular language and visuals in popular
popular culture, such as culture, such as commercials, culture, such as advertisements,
cartoons, animated films and rock videos and magazines; electronic magazines and the
limericks; explain ways in explain how imagery and Internet; recognize how imagery
which imagery and figurative figurative language, such as and figurative language, such as
language, such as simile, hyperbole, create tone and metaphor, create a dominant
convey meaning mood impression, mood and tone


2.4 Create Original Text

Generate ideas
x contribute ideas and answer x generate and contribute ideas x use own and respond to
questions related to for individual or group oral, others’ ideas to create oral,
experiences and familiar oral, print and other media texts print and other media texts
Elaborate on the expression of ideas
x listen to and recite short x change, extend or complete x add descriptive words to
poems, songs and rhymes; and rhymes, rhythms and sounds elaborate on ideas and create
engage in word play and in pattern stories, poems, particular effects in oral, print
action songs nursery rhymes and other oral, and other media texts
Structure texts
x draw, record or tell about x write, represent and tell brief x create narratives that have
ideas and experiences narratives about own ideas beginnings, middles and ends;
and experiences settings; and main characters
x talk about and explain the that perform actions
meaning of own pictures and x recall and retell or represent
print favourite stories x use traditional story
beginnings, patterns and stock
characters in own oral, print


Grade 3 Grade 4
Generate ideas
x experiment with ways of generating and x use a variety of strategies for generating and
organizing ideas prior to creating oral, print and organizing ideas and experiences in oral, print
other media texts and other media texts
x use sentence variety to link ideas and create x select and use visuals that enhance meaning of
impressions on familiar audiences oral, print and other media texts
Structure texts
x experiment with a variety of story beginnings to x produce oral, print and other media texts that
choose ones that best introduce particular stories follow a logical sequence, and demonstrate clear
relationships between character and plot
x add sufficient detail to oral, print and other
media texts to tell about setting and character, x produce narratives that describe experiences and
and to sustain plot reflect personal responses


Grade 5 Grade 6
Generate ideas
x use texts from listening, reading and viewing x choose life themes encountered in reading,
experiences as models for producing own oral, listening and viewing activities, and in own
print and other media texts experiences, for creating oral, print and other
media texts
x experiment with modeled forms of oral, print x use literary devices, such as imagery and
and other media texts to suit particular figurative language, to create particular effects
audiences and purposes
Structure texts
x use structures encountered in texts to organize x determine purpose and audience needs to choose
and present ideas in own oral, print and other forms, and organize ideas and details in oral,
media texts print and other media texts
x use own experience as a starting point and x express the same ideas in different forms and
source of information for fictional oral, print genres; compare and explain the effectiveness of
and other media texts each for audience and purpose



Generate ideas
x choose appropriate strategies x create oral, print and other x generalize from own
for generating ideas and media texts related to issues experience to create oral, print
focusing topics for oral, print encountered in texts and in and other media texts on a
and other media texts own life theme
x use suspense, exaggeration, x retell oral, print and other x create oral, print and other
foreshadowing, dialogue and media texts from different media texts on common
description to show rising points of view literary themes
action and develop conflict
Structure texts
x create oral, print and other x create oral, print and other x create oral, print and other
media texts that are unified by media texts with both main media texts that interrelate
point of view, carefully and minor characters plot, setting and character, and
developed plot and endings reveal the significance of the
consistent with previous x choose forms or genres of action
events oral, print or other media texts
for the particular affects they x create oral, print and other
x create a variety of oral, print will have on audiences and media texts that include main
and other media texts to purposes and minor characters, and
explore ideas related to show how the main character
particular topics or themes develops and changes as a
result of the action and events


Determine
information needs Plan to gather
information
Focus attention
3.1 Plan and

Focus
Use a variety of
sources
General Outcome 3
3.2 Select and
Manage ideas and Process
information
Access
Evaluate sources information
3.4 Share and

Review 3.3 Organize,
Record and
Evaluate Organize
information
Review Share ideas Record

research and information
process information
Evaluate
information

and represent to manage ideas and
information. emphasize the interrelated and mutually
The ability to manage information is important in specific outcomes.
school, in the workplace, on the land, and for
personal growth and satisfaction. Students learn
to access and communicate information through
language arts. Viewing and representing take on
new importance in managing ideas and
information; through these language arts, students
learn to enhance the clarity and effectiveness of
communication. Students learn to interpret and
analyze texts, considering such factors as author,
purpose, audience and source. They learn to
define the need for information, ask questions, and
gather and evaluate information.
Students enhance their ability to manage ideas and

information in collaboration with others. For
example, they benefit from opportunities to
engage in exploratory language to focus their
research and determine the kind and amount of
information needed to accomplish their various
purposes, both artistic and functional. Students
communicate ideas and information more
effectively when they select forms and
conventions appropriate to specific purposes,
content and audiences. The use of technology
enhances student opportunities to access, create
and communicate ideas and information. Skill in
managing ideas and exchanging information helps
students encourage, support and work with others.

3.1 Plan and Focus
Focus attention
x attend to oral, print and other x explore and share own ideas x relate personal knowledge to
media texts on topics of on topics of discussion and ideas and information in oral,
interest study print and other media texts
x make statements about topics x connect information from oral, x ask questions to determine the
under discussion print and other media texts to main idea of oral, print and
topics of study other media texts
Determine information needs
x ask questions to satisfy x ask and answer questions to x ask questions to focus on
personal curiosity satisfy information needs on a particular aspects of topics for
specific topic own investigations
Plan to gather information
x suggest ways to gather ideas x follow spoken directions for x recall and follow directions
and information gathering ideas and for accessing and gathering
information ideas and information

to manage ideas and information.

3.1 Plan and Focus
Grade 3 Grade 4
Focus attention
x use self-questioning to identify information x use organizational patterns of expository texts to

needed to supplement personal knowledge on understand ideas and information
a topic
x focus topics appropriately for particular
x identify facts and opinions, main ideas and audiences
details in oral, print and other media texts
x ask topic-appropriate questions to identify x ask relevant questions, and respond to questions
information needs related to particular topics
x contribute ideas for developing a class plan to x develop and follow a class plan for accessing
access and gather ideas and information and gathering ideas and information


3.1 Plan and Focus
Grade 5 Grade 6
Focus attention
x summarize important ideas in oral, print and x distinguish among facts, supported inferences
other media texts and express opinions about and opinions
them
x use note-taking or representing to assist with
x combine personal knowledge of topics with understanding ideas and information, and
understanding of audience needs to focus topics focusing topics for investigation
for investigation
x identify categories of information related to x decide on and select the information needed to
particular topics, and ask questions related to support a point of view
each category
x develop and follow own plan for gathering and x develop and follow own plan for accessing and
recording ideas and information gathering ideas and information, considering
guidelines for time and length of investigation
and presentation


3.1 Plan and Focus
Focus attention
x consider audience, purpose, x experiment with several ways x synthesize ideas and
point of view and form when to focus a topic, and select a information from a variety of
focusing topics for form appropriate to audience sources to develop own
investigation and purpose opinions, points of view and
general impressions
x use note-taking, outlining or x identify and trace the
representing to summarize development of arguments, x assess adequacy, accuracy,
important ideas and opinions or points of view in detail and appropriateness of
information in oral, print and oral, print and other media oral, print and other media
other media texts texts texts to support or further
develop arguments, opinions
or points of view
x discuss the types and sources x select the most appropriate x select types and sources of
of information appropriate for information sources for topic, information to achieve an
topic, audience, form, purpose audience, purpose and form effective balance between
and point of view researched information and
own ideas
x plan and organize data x choose a plan to access, gather x select information sources that
collection based on and record information, will provide effective support,
instructions, explanations and according to self-selected convincing argument or
pre-established parameters parameters unique perspectives


3.2 Select and Process
Use a variety of sources
x seek information from a x find information on a topic, x find information on a topic,

variety of sources, such as using a variety of sources, using a variety of sources,
people at school, at home, in such as picture books, concept such as simple chapter books,
the community, picture books, books, people and field trips multimedia resources,
photographs and videos computers and elders in the
community
Access information
x use illustrations, photographs, x use text features, such as x use text features, such as table
video programs, objects and illustrations, titles and opening of contents, key words,
auditory cues, to access shots in video programs, to captions and hot links, to
information access information access information
x use questions to find specific x use given categories and

information in oral, print and specific questions to find
other media texts information in oral, print and
other media texts
x understand that library
materials are organized x use the library organizational
systematically system to locate information
Evaluate sources
x ask questions to make sense of x match information to research x recognize when information
information needs answers the questions asked


Grade 3 Grade 4
x find information to answer research questions, x locate information to answer research questions,
using a variety of sources, such as children’s using a variety of sources, such as maps, atlases,
magazines, CDROMs, plays, folk tales, songs, charts, dictionaries, school libraries, video
stories and the environment programs, elders in the community and field
trips
Access information
x use text features, such as titles, pictures, x use a variety of tools, such as indices, legends,
headings, labels, diagrams and dictionary guide charts, glossaries, typographical features and
words, to access information dictionary guide words, to access information
x locate answers to questions and extract x identify information sources that inform,
appropriate and significant information from persuade or entertain, and use such sources
oral, print and other media texts appropriately
x use card or electronic catalogues to locate

information
Evaluate sources
x review information to determine its usefulness x recall important points, and make and revise
in answering research questions predictions regarding upcoming information


Grade 5 Grade 6
x locate information to answer research questions, x locate information to answer research questions,
using a variety of sources, such as newspapers, using a variety of sources, such as printed texts,
encyclopedias, CDROMs, a series by the same bulletin boards, biographies, art, music,
writer, scripts, diaries, autobiographies, community resource people, CDROMs and the
interviews and oral traditions Internet
Access information
x use a variety of tools, such as chapter headings, x use a variety of tools, such as bibliographies,
glossaries and encyclopedia guide words, to thesauri, electronic searches and technology, to
access information access information
x skim, scan and listen for key words and phrases x skim, scan and read closely to gather
information
Evaluate sources
x determine the usefulness and relevance of x evaluate the congruency between gathered
information for research purpose and focus, information and research purpose and focus,
using pre-established criteria using pre-established criteria


x obtain information from a x obtain information from a x obtain information reflecting

variety of sources, such as variety of sources, such as multiple perspectives from a
adults, peers, advertisements, artifacts, debates, forums, variety of sources, such as
magazines, lyrics, formal biographies, autobiographies, expository essays, graphs,
interviews, almanacs, surveys, documentaries, films, diagrams, online catalogues,
broadcasts and videos, to CDROMs, charts and tables, periodical indices, film
explore research questions when conducting research libraries, electronic databases
and the Internet, when
conducting research
Access information
x use a variety of tools and text x expand and use a variety of x expand and use a variety of
features, such as headings, tools and text features, such as tools and text features, such as
subheadings, topic sentences, subtitles, margin notes, key organizational patterns of
summaries, staging and words, electronic searches, texts, page layouts, font styles
pacing, and highlighting, to previews, reviews, visual and sizes, colour and voice-
access information effects and sound effects, to overs, to access information
access information
x distinguish between fact and x distinguish between primary
opinion, and follow the x record key ideas and and secondary sources, and
development of argument and information from oral, print determine the usefulness of
opinion and other media texts, each for research purposes
avoiding overuse of direct
x scan to locate specific quotations x follow up on cited references
information quickly; to locate additional
summarize and record x adjust rate of reading or information
information useful for viewing to suit purpose and
research purposes density of information in print
or other media texts
Evaluate sources
x use pre-established criteria to x develop and use criteria for x evaluate sources for currency,
evaluate the usefulness of a evaluating the usefulness, reliability and possible bias of
variety of information sources currency and reliability of information for a particular
in terms of their structure and information for a particular research project
purpose research project


3.3 Organize, Record and Evaluate
Organize information
x categorize objects and pictures x identify or categorize x categorize related ideas and
according to visual similarities information according to information, using a variety of
and differences sequence, or similarities and strategies, such as finding
differences significant details and
sequencing events in logical
x list related ideas and order
information on a topic, and
make statements to x produce oral, print and other
accompany pictures media texts with
introductions, middles and
conclusions
Record information
x represent and talk about ideas x represent and explain key x record key facts and ideas in
and information; dictate to a facts and ideas in own words own words; identify titles and
scribe authors of sources
Evaluate information
x share new learnings with x recognize and use gathered x examine gathered information
others information to communicate to decide what information to
new learning share or omit


Grade 3 Grade 4
x organize ideas and information, using a variety x organize ideas and information, using
of strategies, such as clustering, categorizing appropriate categories, chronological order,
and sequencing cause and effect, or posing and answering
questions
x draft ideas and information into short
paragraphs, with topic and supporting sentences x record ideas and information that are on topic
x organize oral, print and other media texts into

sections that relate to and develop the topic
Record information
x record facts and ideas using a variety of x make notes of key words, phrases and images by
strategies; list titles and authors of sources subtopics; cite titles and authors of sources
alphabetically
x list significant ideas and information from oral,
print and other media texts x paraphrase information from oral, print and
other media sources
x determine if gathered information is sufficient to x examine gathered information to identify if

answer research questions more information is required; review new
understanding


Grade 5 Grade 6
x use clear organizational structures, such as x organize ideas and information using a variety
chronological order, and cause and effect, to of strategies and techniques, such as comparing
link ideas and information and to assist audience and contrasting, and classifying and sorting
understanding according to subtopics and sequence
x organize ideas and information to emphasize x organize and develop ideas and information into
key points for the audience oral, print or other media texts with
introductions that interest audiences and state
x add, delete or combine ideas to communicate the topic, sections that develop the topic and
more effectively conclusions
Record information
x record information in own words; cite titles and x make notes on a topic, combining information
authors alphabetically, and provide publication from more than one source; use reference
dates of sources sources appropriately
x combine ideas and information from several x use outlines, thought webs and summaries to
sources show the relationships among ideas and
information and to clarify meaning
x record ideas and information in relevant
categories, according to a research plan x quote information from oral, print and other
media sources
x connect gathered information to prior x evaluate the appropriateness of information for a

knowledge to reach new conclusions particular audience and purpose
x recognize gaps in gathered information, and

suggest additional information needed for a
particular audience and purpose


x organize ideas and information x organize ideas and information x organize ideas and information
by selecting or developing creatively, as well as logically, by developing and selecting
categories appropriate to a to develop a comparison or appropriate categories and
particular topic and purpose chronology, or to show a organizational structures
cause–effect relationship
x produce oral, print and other x balance all sections of oral,
media texts with well-developed x organize ideas and information print and other media texts and
and well-linked ideas and to establish an overall ensure sentences, paragraphs
sections impression or point of view in and key ideas are linked
oral, print and other media texts throughout
x develop coherence by relating

all key ideas to the overall
purpose of the oral, print or
other media text
Record information
x make notes, using headings and x make notes in point form, x use own words to summarize
subheadings or graphic summarizing major ideas and and record information in a
organizers appropriate to a supporting details; reference variety of forms; paraphrase
topic; reference sources sources and/or quote relevant facts and
opinions; reference sources
x reflect on ideas and information x discard information that is
to form own opinions with irrelevant for audience, purpose, x select and record ideas and
evidence to support them form or point of view information that will support an
opinion or point of view, appeal
x compare, contrast and combine x use a consistent and approved to the audience, and suit the
ideas and information from format to give credit for quoted tone and length of the chosen
several sources and paraphrased ideas and form of oral, print or other
information media text
x choose specific vocabulary, and

use conventions accurately and
effectively to enhance
credibility
x assess if the amount and quality x evaluate the relevance and x evaluate usefulness, relevance
of gathered information is importance of gathered and completeness of gathered
appropriate to purpose and information; address information; address
audience; address information information gaps information gaps
gaps
x incorporate new information x reflect on new understanding
x connect new information with with prior knowledge and and its value to self and others
prior knowledge to build new experiences to develop new
understanding understanding


3.4 Share and Review
Share ideas and information
x share ideas and information x share ideas and information x share, with familiar audiences,
about topics of interest from oral, print and other ideas and information on
media texts with familiar topics
audiences
x clarify information by
x answer questions directly responding to questions
related to texts
Review research process
x share information-gathering x talk about information- x answer questions, such as

experiences gathering experiences by “What did I do that worked
describing what was well?” to reflect on research
interesting, valuable or helpful experiences


Grade 3 Grade 4
x organize and share ideas and information on x communicate ideas and information in a variety
topics to engage familiar audiences of oral, print and other media texts, such as
short reports, talks and posters
x use titles, headings and visuals to add interest
and highlight important points of presentation x select visuals, print and/or other media to add
interest and to engage the audience
x assess the research process, using x identify strengths and areas for improvement in
pre-established criteria research process


Grade 5 Grade 6
x communicate ideas and information in a variety x communicate ideas and information in a variety
of oral, print and other media texts, such as of oral, print and other media texts, such as
illustrated reports, charts, graphic displays and multiparagraph reports, question and answer
travelogues formats and graphs
x select visuals, print and/or other media to inform x select appropriate visuals, print and/or other
and engage the audience media to inform and engage the audience
x assess personal research skills, using x establish goals for enhancing research skills
pre-established criteria


x communicate ideas and x communicate ideas and x communicate ideas and

information in a variety of information in a variety of information in a variety of
oral, print and other media oral, print and other media oral, print and other media
texts, such as reports, texts, such as interviews, texts, such as media scripts,
autobiographies, brochures minilessons and multimedia presentations,
and video presentations documentaries panel discussions and articles
x use appropriate visual, print x integrate appropriate visual, x integrate appropriate visual,
and/or other media effectively print and/or other media to print and/or other media to
to inform and engage the inform and engage the reinforce overall impression or
audience audience point of view and engage the
audience
x identify strengths and areas x assess the research process, x reflect on the research
for improvement in personal and consider alternative ways process, identifying areas of
research skills of achieving research goals strength and ways to improve
further research activities


Appraise own
and others’
work
Revise and edit
Enhance
legibility
Expand
4.1 Enhance and
Enhance knowledge of
Improve
artistry language
Attend to grammar
and usage
General Outcome 4
4.2 Attend to
Enhance the clarity and Conventions Attend to
spelling
artistry of communication
Attend to
capitalization and
punctuation
4.3 Present and
Share
Present
information
Enhance
presentation
Demonstrate attentive
listening and viewing
Use effective oral
and visual
communication

and represent to enhance the clarity and
artistry of communication. emphasize the interrelated and mutually
Learning effective strategies for using language specific outcomes.
with precision, clarity and artistry is interrelated
with learning in the other general outcomes.
Students use exploratory language to discover and
focus their communication (General Outcome 1).
Oral, print and other media texts provide vicarious
experiences and new perspectives that students
use for speaking, writing and representing
(General Outcome 2). Students locate, gather and
organize data to communicate ideas and
information (General Outcome 3). Creating and
communicating with language enhance
collaboration and build community (General
Outcome 5).
As students use English language arts in a variety

of contexts with instruction, encouragement and
support, they revise and edit to clarify meaning,
achieve purposes and affect audiences. In doing
so, they apply the conventions of grammar,
language usage, spelling, punctuation and
capitalization. They develop an understanding of
how language works and use the specialized
vocabulary of English language arts. As well,
they develop confidence and skill in sharing and
responding to thoughts, ideas and experiences
through informal and formal presentations.
In school and in daily life, students are required to

communicate ideas and information using
well-organized, clear and precise language. They
use artistic language to create, to express who they
are and what they feel, and to share their
experiences with others in a variety of oral, print
and other media texts.

4.1 Enhance and Improve
Appraise own and others’ work
x make statements related to the x ask or respond to questions or x identify features that make
content of own and others’ comments related to the own or peers’ oral, print or
pictures, stories or talk content of own or others’ other media texts interesting
pictures, stories or talk or appealing
Revise and edit
x retell ideas to clarify meaning x rephrase by adding or deleting x revise words and sentences to
in response to questions or words, ideas or information to improve sequence or add
comments make better sense missing information
x check for obvious spelling x check for capital letters,

errors and missing words punctuation at the end of
sentences and errors in
spelling
Enhance legibility
x form recognizable letters by x print letters legibly from left x print legibly and efficiently,
holding a pen or pencil in an to right, using lines on a page forming letters of consistent
appropriate and comfortable as a guide size and shape, and spacing
manner words appropriately
x use appropriate spacing
x explore the keyboard, using between letters in words and x use margins and spacing
letters, numbers and the space between words in sentences appropriately
bar
x explore and use the keyboard x explore and use the keyboard
to produce text to compose and revise text

to enhance the clarity and artistry of communication.

Grade 3 Grade 4
x share own oral, print and other media texts with x identify the general impression and main idea
others to identify strengths and ideas for communicated by own and peers’ oral, print and
improvement other media texts
x use pre-established criteria to provide support

and feedback to peers on their oral, print and
other media texts
Revise and edit
x combine and rearrange existing information to x revise to ensure an understandable progression

accommodate new ideas and information of ideas and information
x edit for complete and incomplete sentences x identify and reduce fragments and run-on
sentences
x edit for subject–verb agreement
Enhance legibility
x print legibly, and begin to learn proper x write legibly, using a style that demonstrates
alignment, shape and slant of cursive writing awareness of alignment, shape and slant
x space words and sentences consistently on a line x use special features of software when
and page composing, formatting and revising texts
x use keyboarding skills to compose, revise and

print text
x understand and use vocabulary associated with

keyboarding and word processing


Grade 5 Grade 6
x develop criteria for evaluating the effectiveness x work collaboratively to revise and enhance oral,
of oral, print and other media texts print and other media texts
x use developed criteria to provide feedback to x ask for and evaluate the usefulness of feedback
others and to revise own work and assistance from peers
Revise and edit
x revise to add and organize details that support x revise to provide focus, expand relevant ideas
and clarify intended meaning and eliminate unnecessary information
x edit for appropriate use of statements, questions x edit for appropriate verb tense and for correct
and exclamations pronoun references
x use paragraph structures in expository and

narrative texts
Enhance legibility
x write legibly, using a style that is consistent in x write legibly and at a pace appropriate to
alignment, shape and slant context and purpose
x apply word processing skills, and use publishing x experiment with a variety of software design
programs to organize information elements, such as spacing, graphics, titles and
headings, and font sizes and styles, to enhance
the presentation of texts


x identify particular content x share draft oral, print and x share sample treatments of a
features that enhance the other media texts in a way that topic with peers, and ask for
effectiveness of published will elicit useful feedback feedback on the relative
oral, print and other media effectiveness of each
texts x evaluate how particular
content features contribute to, x work collaboratively to make
x incorporate particular content or detract from, the overall appropriate revisions based on
features of effective texts into effectiveness of own and feedback provided by peers
own oral, print and other others’ oral, print and other
media texts media texts; make and suggest
revisions
Revise and edit
x revise introductions, x revise by adding words and x revise to ensure effective

conclusions and the order of phrases that emphasize introductions, consistent
ideas and information to add important ideas or create points of view, effective
coherence and clarify meaning dominant impressions transitions between ideas and
appropriate conclusions
x revise to eliminate x revise to enhance sentence
unnecessary repetition of variety, word choice and x revise to enhance effective
words and ideas appropriate tone transitions between ideas and
maintain a consistent
x use paragraphs, appropriately, x enhance the coherence and organizational pattern
to organize narrative and impact of documents, using
expository texts electronic editing functions x revise to combine narration,
description and exposition
x use paragraph structures to effectively
demonstrate unity and
coherence
Enhance legibility
x choose and use printing, x vary handwriting style and x develop personal handwriting
cursive writing or word pace, depending on the styles appropriate for a variety
processing, depending on the context, audience and purpose of purposes
task, audience and purpose
x choose an effective format for x identify and experiment with
x identify how the format of documents, depending on the some principles of design that
documents enhances the content, audience and purpose enhance the presentation of
presentation of content texts


4.1 Enhance and Improve (continued)
Expand knowledge of language
x explore and experiment with x identify and use an increasing x develop categories of words
new words and terms number of words and phrases associated with experiences
associated with topics of related to personal interests and topics of interest
interest and topics of study
x use knowledge of word
x experiment with rhymes and x experiment with letters, patterns, word combinations
rhythms of language to learn sounds, words and word and parts of words to learn
new words patterns to learn new words new words
Enhance artistry
x experiment with sounds, x use words and pictures to add x choose words, language
colours, print and pictures to sensory detail in oral, print patterns, illustrations or
express ideas and feelings and other media texts sounds to create a variety of
effects in oral, print and other
media texts


Grade 3 Grade 4
x explain relationships among words and concepts x use an increasing variety of words to express
associated with topics of study and extend understanding of concepts related to
personal interests and topics of study
x experiment with words and word meanings to
produce a variety of effects x recognize English words and expressions that
come from other cultures or languages
Enhance artistry
x choose words, language patterns, illustrations or x experiment with combining detail, voice-over,
sounds to add detail and create desired effects in music and dialogue with sequence of events


Grade 5 Grade 6
x extend word choice through knowledge of x show the relationships among key words
synonyms, antonyms and homonyms and the use associated with topics of study, using a variety
of a thesaurus of strategies such as thought webs, outlines and
lists
x distinguish different meanings for the same
word, depending on the context in which it is x choose words that capture a particular aspect of
used meaning and that are appropriate for context,
audience and purpose
Enhance artistry
x experiment with words, phrases, sentences and x experiment with several options, such as
multimedia effects to enhance meaning and sentence structures, figurative language and
emphasis multimedia effects, to choose the most
appropriate way of communicating ideas or
information


x identify differences between x explore and explain ways that x distinguish between the
standard English and slang, new words, phrases and denotative and connotative
colloquialism or jargon, and manners of expression enter meaning of words, and discuss
explain how these differences the language as a result of effectiveness for achieving
affect meaning factors, such as popular purpose and affecting
culture, technology, other audience
x identify and explain figurative languages
and metaphorical use of x explore the derivation and use
language in context x infer the literal and figurative of words, phrases and jargon,
meaning of words in context, including variations in
using idioms, analogies, language, accent and dialect in
metaphors and similes Canadian communities and
regions
Enhance artistry
x experiment with figurative x experiment with figurative x experiment with the language
language, illustrations and language, voice, sentence and components of particular
video effects to create visual patterns, camera angle and forms to communicate themes
images, provide emphasis or music to create an impression or represent the perspectives
express emotion or mood of a variety of people or
characters


4.2 Attend to Conventions
Attend to grammar and usage
x develop a sense of sentence x speak in complete statements, x write complete sentences,

as appropriate using capital letters and
periods
x write simple statements,
demonstrating awareness of x use connecting words to join
capital letters and periods related ideas in a sentence
x identify nouns and verbs, and

use in own writing
x identify adjectives and

adverbs that add interest and
detail to stories
Attend to spelling
x hear and identify dominant x use knowledge of consonant x use phonic knowledge and
sounds in spoken words and short vowel sounds to skills and visual memory to
spell phonically regular one spell words of more than one
x demonstrate curiosity about syllable words in own writing syllable, high frequency
visual features of letters and irregular words and regular
words with personal x spell phonically irregular high plurals in own writing
significance frequency words in own
writing x use phonic knowledge and
x connect letters with sounds in skills and visual memory to
words x use phonic knowledge and attempt spelling of unfamiliar
skills and visual memory to words in own writing
x print own name, and copy attempt spelling of words
environmental print and words needed for writing x use the conventional spelling
with personal significance of common words necessary
x know that words have for the efficient
conventionally accepted communication of ideas in
spellings writing


Grade 3 Grade 4
x identify a variety of sentence types, and use in x identify simple and compound sentence
own writing structures, and use in own writing
x identify correct subject–verb agreement, and use x identify correct noun–pronoun agreement, and
in own writing use in own writing
x use adjectives and adverbs to add interest and x identify past, present and future action
detail to own writing
x distinguish between complete and incomplete

sentences
Attend to spelling
x use phonic knowledge and skills and visual x use phonic knowledge and skills and visual
memory, systematically, to spell phonically memory, systematically, to spell multisyllable
regular, three-syllable words in own writing words in own writing
x identify generalizations that assist with the x identify and apply common spelling
spelling of unfamiliar words, including irregular generalizations in own writing
plurals in own writing
x apply strategies for identifying and learning to
x identify frequently misspelled words, and spell problem words in own writing
develop strategies for learning to spell them
correctly in own writing


Grade 5 Grade 6
x use words and phrases to modify and clarify x identify the use of coordinate and subordinate
ideas in own writing conjunctions to express ideas
x use connecting words to link ideas in sentences x use complex sentence structures and a variety of
and paragraphs sentence types in own writing
x identify irregular verbs, and use in own writing x identify comparative and superlative forms of
adjectives, and use in own writing
x identify past, present and future verb tenses, and
use in sentences x identify past, present and future verb tenses, and
use throughout a piece of writing
Attend to spelling
x use phonic knowledge and skills, visual x use a variety of resources and strategies to
memory, the meaning and function of words in determine and learn the correct spelling of
context, and spelling generalizations to spell common exceptions to conventional spelling
with accuracy in own writing patterns
x study and use the correct spelling of commonly x explain the importance of correct spellings for
misspelled words in own writing effective communication
x know and consistently apply spelling x edit for and correct commonly misspelled words
conventions when editing and proofreading own in own writing, using spelling generalizations
writing and the meaning and function of words in
context


x use a variety of subordinate x use words and phrases to x identify and use parallel
clauses correctly and modify, clarify and enhance structure in own writing
appropriately in own writing ideas and descriptions in own
writing x identify and use coordination,
x use correct subject–verb subordination and apposition
agreement in sentences with x use a variety of simple, to enhance communication
compound subjects compound and complex
sentence structures to x use a variety of strategies to
x distinguish between formal communicate effectively, and make effective transitions
and informal conventions of to make writing interesting between sentences and
oral and written language, and paragraphs in own writing
use each appropriately, x use correct pronoun–
depending on the context, antecedent agreement in own
audience and purpose writing
x identify and use common x use verb tenses consistently

subjective and objective forms throughout a piece of writing
of pronouns, appropriately and
correctly in own writing
Attend to spelling
x use reference materials to x develop a systematic and x demonstrate the deliberate,

confirm spellings and to solve effective approach to studying conscientious and independent
spelling problems when and remembering the correct application of a variety of
editing and proofreading spelling of key words editing and proofreading
encountered in a variety of strategies to confirm spellings
x extend spelling vocabulary to print and other media texts in own writing
include words frequently used
in literature, but infrequently x use knowledge of spelling x identify situations in which
used in oral and other media generalizations and how careful attention to correct
texts words are formed to spell spelling is especially
technical terms and unfamiliar important
x apply specific and effective words in own writing
strategies for learning and x identify and use variant
remembering the correct x identify the use of spelling spellings for particular effects,
spelling of words in own variants in print and other depending on audience,
writing media texts, and discuss the purpose, content and context
effectiveness depending on
audience and purpose


4.2 Attend to Conventions (continued)
Attend to capitalization and punctuation
x recognize capital letters and x capitalize the first letter of x use capital letters for proper
periods in print texts names and the pronoun “I” in nouns and at the beginning of
own writing sentences in own writing
x capitalize first letter of own
name x identify periods, exclamation x use periods and question
marks and question marks marks, appropriately, as end
when reading, and use them to punctuation in own writing
assist comprehension
x use commas after greetings
and closures in friendly letters
and to separate words in a
series in own writing
x identify commas and

apostrophes when reading,
and use them to assist
comprehension


Grade 3 Grade 4
x use capital letters appropriately in titles of books x use capitalization to designate organizations and
and stories to indicate the beginning of quotations in own
writing
x use exclamation marks, appropriately, as end
punctuation in own writing x use commas after introductory words in
sentences and when citing addresses in own
x use apostrophes to form common contractions writing
and to show possession in own writing
x identify quotation marks in passages of
x identify commas, end punctuation, apostrophes dialogue, and use them to assist comprehension
and quotation marks when reading, and use
them to assist comprehension


Grade 5 Grade 6
x use capital letters, appropriately, in titles, x use colons before lists, to separate hours and
headings and subheadings in own writing minutes, and after formal salutations in own
writing
x use quotation marks and separate paragraphs to
indicate passages of dialogue in own writing x identify parentheses and colons when reading,
and use them to assist comprehension
x recognize various uses of apostrophes, and use
them appropriately in own writing x identify ellipses that show words are omitted or
sentences are incomplete when reading, and use
them to assist comprehension


x use periods and commas with x use hyphens to break words at x use quotation marks to
quotation marks that indicate the end of lines, and to make a distinguish words being
direct speech in own writing new word from two related discussed in own writing
words in own writing
x use commas to separate x use dashes to show sentence
phrases and clauses in own x identify semicolons, dashes breaks or interrupted speech,
writing and hyphens when reading, where appropriate in own
and use them to assist writing
x use quotation marks to comprehension
identify information taken x know that rules for
from secondary sources in x use parentheses appropriately punctuation can vary, and
own writing in own writing adjust punctuation use for
effect in own writing
x use appropriate capitalization
and punctuation for
referencing oral, print and
other media texts


4.3 Present and Share

Present information
x share ideas and information x present ideas and information x present ideas and information
about own drawings and to a familiar audience, and by combining illustrations and
topics of personal interest respond to questions written texts
Enhance presentation
x use drawings to illustrate ideas x add such details as labels, x clarify ideas and information
and information, and talk captions and pictures to oral, presented in own oral, print
about them print and other media texts and other media texts, by
responding to questions and
comments
Use effective oral and visual communication
x speak in a clear voice to share x speak in a clear voice, with x speak in a clear voice, with
ideas and information appropriate volume, to an appropriate volume, at an
audience understandable pace and with
expression
Demonstrate attentive listening and viewing
x follow one- or two-step x ask questions to clarify x ask relevant questions to

instructions information clarify understanding and to
have information explained
x make comments that relate to x be attentive and show interest
the topic being discussed during listening or viewing x show enjoyment and
activities appreciation during listening
and viewing activities


Grade 3 Grade 4
Present information
x present ideas and information on a topic, using a x present to peers ideas and information on a topic
pre-established plan of interest, in a well-organized form
x use print and nonprint aids to illustrate ideas and x add interest to presentations through the use of
information in oral, print and other media texts props, such as pictures, overheads and artifacts
x speak or present oral readings with fluency, x adjust volume, tone of voice and gestures
rhythm, pace, and with appropriate intonation to appropriately, to suit a variety of social and
emphasize key ideas classroom activities
x rephrase, restate and explain the meaning of oral x connect own ideas, opinions and experiences to
and visual presentations those communicated in oral and visual
presentations
x identify and set purposes for listening and
viewing x give constructive feedback, ask relevant
questions, and express related opinions in
response to oral and visual presentations


Grade 5 Grade 6
Present information
x organize ideas and information in presentations x use various styles and forms of presentations,
to maintain a clear focus and engage the depending on content, audience and purpose
audience
x use effective openings and closings that attract x emphasize key ideas and information to enhance
and sustain reader or audience interest audience understanding and enjoyment
x adjust volume, tone of voice and gestures to x demonstrate control of voice, pacing, gestures
engage the audience; arrange presentation space and facial expressions; arrange props and
to focus audience attention presentation space to enhance communication
x identify and interpret the purpose of verbal and x identify the tone, mood and emotion conveyed
nonverbal messages and the perspectives of the in oral and visual presentations
presenter
x respond to the emotional aspects of
x show respect for the presenter’s opinions by presentations by providing nonverbal
listening politely and providing thoughtful encouragement and appreciative comments
feedback



Present information
x present ideas and opinions x plan and facilitate small group x select, organize and present
confidently, but without and short, whole class information to appeal to the
dominating the discussion, presentations to share interests and background
during small group activities information knowledge of various readers
and short, whole class or audiences
sessions
x clarify and support ideas or x present information to achieve x choose appropriate types of
opinions with details, visuals a particular purpose and to evidence and strategies to
or media techniques appeal to interest and clarify ideas and information,
background knowledge of and to convince various
reader or audience readers and audiences
x identify and use explicit x plan and shape presentations x integrate a variety of media
techniques to arouse and to achieve particular purposes and display techniques, as
maintain interest and to or effects, and use feedback appropriate, to enhance the
convince the audience from rehearsals to make appeal, accuracy and
modifications persuasiveness of
presentations
x listen and view attentively to x anticipate the organizational x follow the train of thought,
organize and classify pattern of presentations, and and evaluate the credibility of
information and to carry out identify important ideas and the presenter and the evidence
multistep instructions supporting details provided
x ask questions or make x use appropriate verbal and x provide feedback that
comments that elicit additional nonverbal feedback to respond encourages the presenter and
information; probe different respectfully audience to consider other
aspects of ideas, and clarify ideas and additional
understanding information


Relate texts to Celebrate
culture
accomplishments and
Appreciate events
diversity
Use language to show respect

5.1 Respect Others and
Strengthen Community
General Outcome 5
Respect, support and

collaborate with others
5.2 Work within a Group
Evaluate group Cooperate with

process others
Work in groups

and represent to respect, support and
collaborate with others. emphasize the interrelated and mutually
Language is necessary for working together. specific outcomes.
Students learn collaboration skills by discussing in
groups, by building on the ideas of others, and by
planning and working together to meet common
goals and strengthen community. In every
classroom, students develop a sense of
community. They learn to use language to offer
assistance and to participate in and enrich their
classroom community. In this way, students share
perspectives and ideas, develop understanding and
respect diversity.
Students learn that language is important for

celebrating events of personal, social, community
and national significance. In their language
learning and use, they develop their knowledge of
language forms and functions. As well, they come
to know how language preserves and enriches
culture. To celebrate their own use of language,
students display their work, share with others, and
delight both in their own and others’ use of the
language arts. Throughout Kindergarten to
Grade 9, students use language to celebrate
significant community and national events.
Students need opportunities to reflect on, appraise
and celebrate their achievements and growth.

5.1 Respect Others and Strengthen Community
Appreciate diversity
x explore personal experiences x share personal experiences x discuss the experiences and
and family traditions related to and family traditions related to traditions of various
oral, print and other media oral, print and other media communities portrayed in oral,
texts texts print and other media texts
x ask for and provide

clarification and elaboration
of stories and ideas
Relate texts to culture
x explore oral, print and other x talk about other times, places x discuss similarities and
media texts from various and people after exploring differences in settings,
communities oral, print and other media characters and events in oral,
texts from various print and other media texts
communities from various communities
Celebrate accomplishments and events
x share stories, using rhymes, x share ideas and experiences x participate in shared language
rhythms, symbols, pictures through conversation, puppet experiences to acknowledge
and drama to celebrate plays, dramatic scenes and and celebrate individual and
individual and class songs to celebrate individual class accomplishments
accomplishments and class accomplishments
x use appropriate words, phrases x use appropriate words, phrases x adjust own language use
and statements with adults and and sentences to ask according to the context,
peers when speaking and questions, to seek and give purpose and audience
listening, sharing and taking assistance, and to take turns
turns

to respect, support and collaborate with others.

Grade 3 Grade 4
x describe similarities between experiences and x describe similarities and differences between
traditions encountered in daily life and those personal experiences and the experiences of
portrayed in oral, print and other media texts people or characters from various cultures
portrayed in oral, print and other media texts
x retell, paraphrase or explain ideas in oral, print
and other media texts x appreciate that responses to some oral, print or
other media texts may be different
x identify and discuss similar ideas or topics x identify and discuss main characters, plots,
within stories from oral, print and other media settings and illustrations in oral, print and other
texts from various communities media texts from diverse cultures and
communities
x use appropriate language to acknowledge and x use appropriate language to acknowledge

celebrate individual and class accomplishments special events and to honour accomplishments
in and beyond the classroom
x demonstrate respect for the ideas, abilities and x identify and discuss differences in language use
language use of others in a variety of school and community contexts


Grade 5 Grade 6
x discuss personal understanding of the lives of x compare personal challenges and situations
people or characters in various communities, encountered in daily life with those experienced
cultural traditions, places and times portrayed in by people or characters in other times, places
oral, print and other media texts and cultures portrayed in oral, print and other
media texts
x compare own and others’ responses to ideas and
experiences related to oral, print and other x share and discuss ideas and experiences that
media texts contribute to different responses to oral, print
x identify and discuss how qualities, such as x identify ways in which oral, print and other
courage, ambition and loyalty, are portrayed in media texts from diverse cultures and
oral, print and other media texts from diverse communities explore similar ideas
cultures and communities
x select and use language appropriate in tone and x use appropriate language to participate in public
form to recognize and honour people and events events, occasions or traditions
x determine and use language appropriate to the x demonstrate respect by choosing appropriate
context of specific situations language and tone in oral, print and other media
texts


x discuss how ideas, people, x compare own with others’ x examine how personal
experiences and cultural understanding of people, experiences, cultural traditions
traditions are portrayed in cultural traditions and values and Canadian perspectives are
various oral, print and other portrayed in oral, print and presented in oral, print and
media texts other media texts other media texts
x explain how differing x clarify and broaden x take responsibility for

perspectives and unique perspectives and opinions, by developing and sharing oral,
reactions expand examining the ideas of others print and other media texts
understanding and for responding
respectfully to the texts of
others
x identify and discuss recurring x compare ways in which oral, x analyze how oral, print and
themes in oral, print and other print and other media texts other media texts reflect the
media texts from diverse reflect specific elements of traditions, beliefs and
cultures and communities cultures or periods in history technologies of different
cultures, communities or
periods in history
x select and use appropriate x participate in organizing and x explore and experiment with
form and tone for specific celebrating special events, various ways in which
audiences to celebrate special recognizing the language arts are used across
events and accomplishments appropriateness and cultures, age groups and
significance of language arts genders to honour and
celebrate people and events
x demonstrate respect for x use inclusive language and x create or use oral, print and
diverse ideas, cultures and actions that demonstrate other media texts in ways that
traditions portrayed in oral, respect for people of different are respectful of people,
print and other media texts races, cultures, genders, ages opinions, communities and
and abilities cultures


Cooperate with others
x participate in class and group x work in partnerships and x work in a variety of

activities groups partnerships and group
structures
x find ways to be helpful to x help others and ask others for
others help x identify ways that class
members can help each other
Work in groups
x ask and answer questions to x ask questions and contribute x contribute relevant
determine what the class ideas related to class information and questions to
knows about a topic investigations on topics of extend group understanding of
interest topics and tasks
x listen to the ideas of others
x take turns sharing ideas and x stay on topic during class and
information group discussions
Evaluate group process
x respond to questions about x recognize personal x recognize own and others’

personal contributions to contributions to group process contributions to group process
group process


Grade 3 Grade 4
x work cooperatively with others in small groups x take responsibility for collaborating with others
on structured tasks to achieve group goals
x identify others who can provide assistance, and x ask for and provide information and assistance,
seek their help in specific situations as appropriate, for completing individual and
group tasks
Work in groups
x contribute ideas and information on topics to x share personal knowledge of a topic to develop
develop a common knowledge base in the group purposes for research or investigations and
possible categories of questions
x ask others for their ideas, and express interest in
their contributions x use brainstorming, summarizing and reporting to
organize and carry out group projects
x assess the effectiveness of group process, using x assess group process, using established criteria,
pre-established criteria and determine areas for improvement


Grade 5 Grade 6
x accept and take responsibility for fulfilling own x assume a variety of roles, and share
role as a group member responsibilities as a group member
x discuss and decide whether to work individually x identify and participate in situations and
or collaboratively to achieve specific goals projects in which group work enhances learning
and results
Work in groups
x formulate questions to guide research or x contribute to group knowledge of topics to

investigations, with attention to specific identify and focus information needs, sources
audiences and purposes and purposes for research or investigations
x contribute ideas to help solve problems, and x address specific problems in a group by
listen and respond constructively specifying goals, devising alternative solutions
and choosing the best alternative
x show appreciation for the contributions of x assess own contributions to group process, and
others, and offer constructive feedback to group set personal goals for working effectively with
members others


x contribute collaboratively in x propose ideas or advocate x contribute to group efforts to

group situations, by asking points of view that recognize reach consensus or
questions and building on the the ideas of others and conclusions, by engaging in
ideas of others advance the thinking of the dialogue to understand the
group ideas and viewpoints of others
x take responsibility for
assuming a variety of roles in x use opportunities as a group x discuss and choose ways to
a group, depending on member to contribute to group coordinate the abilities and
changing contexts and needs goals and extend own learning interests of individual group
members to achieve group
goals
Work in groups
x contribute ideas, knowledge x contribute ideas, knowledge x generate and access ideas in a
and questions to establish an and strategies to identify group, and use a variety of
information base for research group information needs and methods to focus and clarify
or investigations sources topics for research or
investigations
x assist in setting and achieving x organize and complete tasks
group goals by inviting others cooperatively by defining x share responsibility for the
to speak, suggesting roles and responsibilities, completion of team projects
alternatives, assigning tasks, negotiating to find the basis by establishing clear purpose
sharing resources, following for agreement, setting and procedures for solving
up on others’ ideas and objectives and time frames, problems, monitoring progress
listening to a variety of points and reviewing progress and making modifications to
of view meet stated objectives
x evaluate group process and x evaluate the quality of own x establish and use criteria to
personal contributions contributions to group evaluate group process and
according to pre-established process, and offer constructive personal contributions; set
criteria to determine strengths feedback to others; propose goals and make plans for
and areas for improvement suggestions for improvement improvement



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ENGLISH

INTRODUCTION thoughts, feelings and experiences; establish

English Language Arts (K–9) /1

2/ English Language Arts (K–9)

Viewing and Representing Five general student outcomes serve as the

English Language Arts (K–9) /3

4/ English Language Arts (K–9)

First digit indicates general outcome;

Subheading for 2.4 Create Original Text

Side headings for Generate ideas

Elaborate on the expression of

English Language Arts (K–9) /5

Express ideas and Set goals

1.1 Discover and

Explore thoughts, ideas,

1.2 Clarify and

Extend understanding Consider the ideas of others

STUDENTS WILL LISTEN, SPEAK, READ, WRITE, VIEW AND REPRESENT.

6/ English Language Arts (K–9) General Outcome 1

Exploratory language is often oral. Through talk

As students progress through the grades, they

General Outcome 1 English Language Arts (K–9) /7

Kindergarten Grade 1 Grade 2

Express ideas and develop understanding

Experiment with language and forms

Students will listen, speak, read, write, view and represent

8/ English Language Arts (K–9) General Outcome 1

Express ideas and develop understanding

Experiment with language and forms

x discuss areas of personal accomplishment as x identify areas of personal accomplishment and

Students will listen, speak, read, write, view and represent

General Outcome 1 English Language Arts (K–9) /9

Express ideas and develop understanding

Experiment with language and forms

Students will listen, speak, read, write, view and represent

10/ English Language Arts (K–9) General Outcome 1

Express ideas and develop understanding

Students will listen, speak, read, write, view and represent

General Outcome 1 English Language Arts (K–9) /11

Kindergarten Grade 1 Grade 2

Consider the ideas of others

Students will listen, speak, read, write, view and represent

12/ English Language Arts (K–9) General Outcome 1

Consider the ideas of others

Students will listen, speak, read, write, view and represent

General Outcome 1 English Language Arts (K–9) /13

Consider the ideas of others

Students will listen, speak, read, write, view and represent

14/ English Language Arts (K–9) General Outcome 1

Grade 7 Grade 8 Grade 9

Consider the ideas of others

Students will listen, speak, read, write, view and represent

General Outcome 1 English Language Arts (K–9) /15

2.1 Use Strategies

2.2 Respond Appreciate the

STUDENTS WILL LISTEN, SPEAK, READ, WRITE, VIEW AND REPRESENT.

16/ English Language Arts (K–9) General Outcome 2

Making meaning of oral, print and other media