English Language and Literature: Year 7-11 Standards and Benchmarks
Oral Communication
Year 7
At the end of year 7, students should be able
to:
- listen in order to understand and respond
appropriately in a variety of situations for a
variety of purposes;
- use speaking skills and strategies
appropriately to communicate with different
audiences for a variety of purposes;
- reflect on and identify their strengths as
listeners and speakers, areas for improvement,
and the strategies they found most helpful in
oral communication situations.
1. Listening to Understand
Purpose
1.1 identify a range of purposes for listening in
a variety of situations, formal and informal,
and set goals related to specific listening tasks
(e.g., to identify the perspective in an oral
presentation; to identify the strategies and
devices used to enhance the impact of a
speech; to describe stated and implied ideas in
the lyrics of a song)
Active Listening Strategies
1.2 demonstrate an understanding of
appropriate listening behaviour by adapting
active listening strategies to suit a variety of
situations, including work in groups (e.g., ask
questions to deepen understanding and make
connections to the ideas of others; summarize
or paraphrase information and ideas to focus or
clarify understanding; use vocal prompts in
dialogues or conversations to express empathy,
interest, and personal regard: That’s really
interesting. You must have been excited.)
Comprehension Strategies
1.3 identify a variety of listening
Year 8
At the end of year 8, students should be able
to:
-listen in order to understand and respond
appropriately in a variety of situations for a
variety of purposes;
-use speaking skills and strategies appropriately - use speaking skills and strategies
to communicate with different audiences for a appropriately to communicate with different
variety of purposes;
-reflect on and identify their strengths as
listeners and speakers, areas for improvement,
and the strategies they found most helpful in
oral communication situations.
1. Listening to Understand
Purpose
1.1 identify a range of purposes for
listening in a variety of situations, formal and
informal, and set goals appropriate for specific
listening tasks (e.g., to analyse the arguments
on both sides of a class debate; to create a
character sketch based on a sound clip from a
film or an audio- tape of an interview; to
synthesize ideas in a literature circle)
Active Listening Strategies
1.2 demonstrate an understanding of
appropriate listening behaviour by adapting
active listening strategies to suit a wide variety
of situations, including work in groups (e.g.,
take turns without interrupting or overlapping
during a class debate or panel discussion; ask
questions to make connections to the ideas of
others; use vocal prompts in dialogue to
express empathy, interest, and personal
regard: After an experience like that, I can
imagine how you felt.)
Comprehension Strategies
1.3 identify a variety of listening
Year 9
At the end of year 9, students should be able
to:
- listen in order to understand and respond
appropriately in a variety of situations for a
variety of purposes;
audiences for a variety of purposes;
-reflect on and identify their strengths as
listeners and speakers, areas for improvement,
and the strategies they found most helpful in
oral communication situations.
1. Listening to Understand
Purpose
1.1 identify a range of purposes for listening in
a variety of situations, formal and informal,
and set goals appropriate to specific listening
tasks (e.g., to evaluate the effectiveness of
the arguments on both sides of a class debate
on an environmental, social, or global issue; to
respond to feedback in peer conferences and
student/teacher conferences).
Active Listening Strategies
1.2 demonstrate an understanding of
appropriate listening behaviour by adapting
active listening strategies to suit a wide variety
of situations, including work in groups (e.g.,
follow the conversation and make relevant
contributions in a group discussion; express
interest in what is being said by commenting
and questioning)
Comprehension Strategies
1.3 identify a variety of listening
comprehension strategies and use them
appropriately before, during, and after
listening in order to understand and clarify the
Year 10
At the the end of year 10, students should be
able to:
- listen in order to understand and respond
appropriately in a variety of situations for a
variety of purposes;
- use speaking skills and strategies
appropriately to communicate with different
audiences for a variety of purposes;
- reflect on and identify their strengths as
listeners and speakers, areas for improvement,
and the strategies they found most helpful in
oral communication situations.
1. Listening to Understand
Purpose
1.1 identify the purpose of several different
listening tasks and set goals for specific tasks
(e.g., identify the purpose of the rhythm and
sounds in a read-aloud of a poem; identify the
main ideas and significant supporting details
in a guest speaker’s presentation; listen to
both sides of a class debate in order to clarify
their own position)
Using Active Listening Strategies
1.2 identify and use several different active
listening strategies when participating in a
variety of classroom interactions (e.g., ask
questions to show interest during a class
discussion about a poem;2 acknowledge the
teacher’s feedback on drafts during a student-
teacher writing conference; use
culturally appropriate body language and eye
contact as a member of the audience during
another student’s presentation)
Comprehension Strategies
1.3 identify and use several different listening
Year 11
At the the end of year 11, students should be
able to:
- listen in order to understand and respond
appropriately in a variety of situations for a
variety of purposes;
- use speaking skills and strategies
appropriately to communicate with different
audiences for a variety of purposes;
- reflect on and identify their strengths as
listeners and speakers, areas for improvement,
and the strategies they found most helpful in
oral communication situations.
1. Listening to Understand
Purpose
1.1 identify the purpose of a variety of
listening tasks and set goals for specific tasks
(e.g., listen to a teacher read a prose selection
aloud in order to identify how the rhythm of
the sentences enhances the mood; clarify and
extend the ideas of others in a class discussion;
synthesize information from a guest speaker’s
presentation)
Using Active Listening Strategies
1.2 select and use appropriate active listening
strategies when participating in a variety of
classroom interactions (e.g., ask questions and
respond to the ideas of others during a class
discussion about a short story; maintain
attentiveness and focus during a guest
speaker’s presentation)
Using Listening Comprehension Strategies
1.3 select and use appropriate listening
comprehension strategies before, during, and
after listening to understand oral texts,
including increasingly complex texts (e.g.,
Page 1 of 21
comprehension strategies and use them comprehension strategies and use them meaning of increasingly complex and comprehension strategies before, during, and make jot notes during a class discussion about
appropriately before, during, and after appropriately before, during, and after challenging oral texts (e.g., use background after listening to understand both simple and character development; discuss, in a small
listening in order to understand and clarify the listening in order to understand and clarify the knowledge about the structure of oral texts complex oral texts (e.g., prepare for the oral group, other classmates’ ideas about a
meaning of increasingly complex oral texts meaning of increasingly complex or challenging such as debates, interviews, speeches, reading of a play by brainstorming prior controversial issue in order to understand
(e.g., use self-questioning to monitor oral texts (e.g., use background knowledge monologues, lectures, and plays knowledge about the play’s topic; ask divergent opinions )
understanding; visualize different elements of about the structure of oral texts such as to make predictions and identify important questions to clarify meaning during a guest
an oral text; use note-taking strategies to debates, interviews, speeches, monologues, ideas while listening; ask questions for speaker’s presentation, when appropriate; Demonstrating Understanding of Content
record important ideas, key words, questions, lectures, and plays to make predictions and clarification or further information; use a summarize main ideas from a book club 1.4 identify the important information and
and predictions) identify important ideas while listening; ask range of note-taking strategies to keep track discussion to check understanding) ideas in oral texts, including increasingly
questions for clarification or further of or summarize important points; use self- complex texts, in a variety of ways (e.g., listen
Demonstrating Understanding information; visualize scenes suggested by questioning to monitor understanding of what to a read-aloud of a scene from a Shakespeare
1.4 demonstrate an understanding of the evocative or descriptive language in a text; is being said) Demonstrating Understanding play and summarize the content; use a graphic
information and ideas in increasingly complex use note- taking strategies to keep track of or 1.4 identify the important information and organizer to compile the main ideas and
oral texts in a variety of ways (e.g., summarize summarize important points made by a Demonstrating Understanding ideas in both simple and complex oral texts in supporting details from several television
and explain information and ideas from an oral speaker) 1.4 demonstrate an understanding of the several different ways (e.g., listen to a reading newscasts about a current event/issue)
text, citing important details; ask questions to information and ideas in increasingly complex of a poem and then discuss the most important
confirm inferences and value judgments during Demonstrating Understanding and difficult oral texts in a variety of ways images with a partner; listen to a traditional Interpreting Texts
discussions after listening) 1.4 demonstrate an understanding of the (e.g., compare views about an oral text with Aboriginal story and create a story web; 1.5 develop and explain interpretations of oral
information and ideas in increasingly complex two other classmates and prepare a joint summarize and explain the central arguments texts, including increasingly complex texts,
Making Inferences/Interpreting Texts oral texts in a variety of ways (e.g., briefly summary to present to the class; cite details of a speech in their own words; use a graphic using evidence from the text and the oral and
1.5 interpret oral texts by using stated and outline the main ideas in a text; accurately from an oral text to support their opinions form of expression, such as a series of visual cues used in it to support their
implied ideas from the texts Teacher prompts: carry out a procedure or follow instructions; about it in a small-group discussion; use visual drawings or tableaux, to depict the main interpretations (e.g., explain how the
“What messages did you get from the speaker’s use a graphic form of expression, such as art, music, or drama to represent important events or ideas in an oral text) narrator’s tone in the voice-over influenced
tone of voice/body language/facial drawing or tableaux, to depict the important ideas in an oral text) their interpretation of the visuals in a movie
expressions?” “How does paying attention to a ideas in an oral text) trailer; explain similarities and differences
speaker’s body language help you interpret Making Inferences/Interpreting Texts Making Inferences/Interpreting Texts between the deliveries of a monologue in the
what is being said?” Making Inferences/Interpreting Texts 1.5 develop and explain interpretations of oral 1.5 develop and explain interpretations of both stage and film productions of a play)
1.5 develop and explain interpretations of oral texts using the language of the text and oral simple and complex oral texts, using evidence
Extending Understanding texts using stated and implied ideas from the and visual cues to support their interpretations from the text and the oral and visual cues used Extending Understanding of Texts
1.6 extend understanding of oral texts by texts to support their interpretation Teacher Teacher prompt: “Why might different in it to support their interpretations (e.g., 1.6 extend understanding of oral texts,
connecting, comparing, and contrasting the prompt: “Explain what evidence you used to audiences interpret the same oral text in discuss possible underlying meanings in the including increasingly complex texts, by making
ideas and information in them to their own determine the theme(s) in this oral text.” different ways? Give examples to support your lyrics of a popular song after listening to it in connections between the ideas in them and
knowledge, experience, and insights; to other opinion.” class; compare written responses to a read- personal knowledge, experience, and insights;
texts, including print and visual texts; and to Extending Understanding aloud of a short story) other texts; and the world around them (e.g.,
the world around them (e.g., use dialogue or 1.6 extend understanding of oral texts, Extending Understanding compare their own delivery of a Shakespearean
drama to explore similarities and differences including increasingly complex texts, by 1.6 extend understanding of oral texts, Extending Understanding monologue with deliveries by their classmates
between ideas in oral texts and their own connecting, comparing, and contrasting the including increasingly complex or difficult 1.6 extend understanding of both simple and or in professional productions; use role play
ideas) ideas and information in them to their own texts, by connecting, comparing, and complex oral texts by making connections and drama to explore ideas, emotions, and
knowledge, experience, and insights; to other contrasting the ideas and information between the ideas in them and personal issues presented in oral texts; listen to a
Analysing Texts texts, including print and visual texts; and to in them to their own knowledge, experience, knowledge, experience, and insights; other professionally recorded play and then explain
1.7 analyse oral texts in order to evaluate how the world around them (e.g., activate prior and insights; to other texts, including print and texts; and the world around them (e.g., listen how a character’s struggle resonated with a
well they communicate ideas, opinions, knowledge in order to assess the credibility of visual texts; and to the world around them to a reading circle member’s opinion of a text personal experience)
themes, and information (e.g., compare their a speaker’s assertions; assess the validity of (e.g., respond in role as a character from an and respond by sharing their own opinion;5
own response to an oral text with a partner’s other speakers’ ideas in relation to their own oral text while being interviewed by another investigate topics presented in an oral text, Analysing Texts
response, citing details from the text to and modify their own ideas if appropriate; student; discuss similarities and differences using online sources, in order to assess the 1.7 analyse oral texts, including increasingly
support their own view; explain what makes a compare the information or ideas in an oral between oral and print texts on the same speaker’s credibility) complex texts, focusing on the ways in which
war veteran’s Remembrance Day speech text to those in another text on the same topic, focusing on specific elements such as they communicate information, ideas, issues,
effective) topic) the accuracy and relevance of information; Analysing Texts and themes and influence the
debate the wisdom of the choices made by a 1.7 analyse both simple and complex oral listener’s/viewer’s response (e.g., explain how
Point of View Analysing Texts historical personage depicted in an oral texts, focusing on the ways in which they
1.8 identify the point of view presented in oral a fellow student has used a combination of
1.7 analyse oral texts in order to evaluate how biography, based on ideas about what their communicate information, ideas, issues, and
texts, determine whether they agree with the personal anecdotes and research to support his
effectively they communicate ideas, opinions, own choices might have been) themes and influence the listener’s/viewer’s
point of view, and suggest other possible or her opinion in a presentation; review a radio
themes, or experiences, and suggest possible response (e.g., analyse how the meaning of the news broadcast and examine the effective use
perspectives (e.g., ask questions about the improvements (e.g., listen to two sides of an Analysing Texts poem is reinforced through the use of choral
values that are stated and implied by the of “sound bites”to inform and engage the
argument in a debate, make a judgement, and 1.7 analyse a variety of complex or reading elements; analyse how a guest speaker audience)
perspective taken and those that are ignored; develop a personal position on the topic) challenging oral texts in order to identify the uses humour to make the audience more
use role play or drama to express alternative strategies that have been used to inform, receptive to his or her ideas)
views) Teacher prompts: “Whose point of view Point of View Critical Literacy
persuade, or entertain, and evaluate the
is being explored in this text?” “Whose voice do 1.8 explain the connection between a 1.8 identify and analyse the perspectives
effectiveness of those strategies (e.g.,

Page 2 of 21
we not hear? Is this fair?” speaker’s tone and the point of view or
perspective presented in oral texts (e.g., the
Presentation Strategies reason why a speaker might employ humour to
1.9 identify a variety of presentation strategies present a serious theme) Teacher prompts:
used in oral texts and analyse their effect on “How does the use of humour in this text
the audience (e.g., the unexpected use of influence the audience?” “Why do you think
humour or of changes in pace) Teacher prompt: the speaker uses sarcasm? Is it effective? Why,
“Why do you think the speaker paused for so or why not?”
long at that point in the story?”
Presentation Strategies
1.9 identify a wide variety of presentation
strategies used in oral texts and evaluate their
effectiveness (e.g., the use of humour, body
language, visual aids, vocal effects)
2. Speaking to communicate 2. Speaking to communicate
Purpose Purpose
2.1 identify a variety of purposes for speaking 2.1 identify a range of purposes for speaking
and explain how the purpose and intended and explain how the purpose and intended
audience influence the choice of form (e.g., to audience might influence the choice of
clarify thinking through dialogue; to explore speaking strategies (e.g., to present
different points of view through drama and role conclusions about a research project through
playing; to present information to a group) dramatization, a role play, or a monologue; to
interest classmates in a social issue through a
Interactive Strategies debate; to solve problems or investigate issues
2.2 demonstrate an increasingly sophisticated and ideas through a group brainstorming
understanding of appropriate speaking session)
behaviour in a variety of situations, including
paired sharing, dialogue, and small- and large- Interactive Strategies
group discussions (e.g., acknowledge different 2.2 demonstrate an understanding of
points of view; paraphrase to clarify meaning; appropriate speaking behaviour in most
adjust the level of formality to suit the situations, adapting contributions and
audience and purpose for speaking) responses to suit the purpose and audience
(e.g., ask questions and paraphrase to confirm
Clarity and Coherence understanding; request repetition or an
2.3 communicate orally in a clear, coherent explanation from other group members when
manner, using appropriate organizing strategies meaning is unclear; use language and forms of
and formats to link and sequence ideas and address that are appropriate to the formality
information (e.g., present an argument in or informality of the situation)
favour of one point of view on an issue, with an
compare the tone and the ideas emphasized in
speeches about non-smoking regulations by a
tobacco company representative and a person
with asthma and suggest how each approach
would influence an audience)
Point of View
1.8 explain what the use of irony or satire in an texts to determine whether they are being
oral text reveals about the speaker’s purpose
and perspective Teacher prompts: “What cues stereotype or caricature; identify persuasive
help you to recognize the use of irony or satire words or phrases in a radio advertisement
in a text?” “How does recognizing irony or
satire help you to understand what is being
said?”
Presentation Strategies
1.9 identify a wide variety of presentation
strategies used in oral texts, evaluate their
effectiveness, and suggest other strategies that
might have been as effective or more so
(e.g., compare two oral presentations, with a
focus on the effectiveness of the presentation
strategies used by each speaker) Teacher
prompt: “Did the speakers use facial
expressions, vocal effects, and body language
appropriately? Did the use of these strategies
make the message more convincing?”
2. Speaking to communicate
Purpose
2.1 identify a range of purposes for speaking
in a variety of situations, both straightforward
and more complex, and explain how the
purpose and intended audience might influence
the choice of speaking strategies (e.g., to
introduce a speaker; to support the resolution
in a debate; to dramatize a favourite poem; to
explain a complex procedure to an
individual or group; to work towards the
solution to a problem with a partner)
Interactive Strategies
2.2 demonstrate an understanding of
appropriate speaking behaviour in most
situations, using a variety of speaking strategies
and adapting them to suit the purpose and
audience (e.g., paraphrase different points of
view on an issue to clarify alternative
perspectives; affirm the contributions of
others before responding; avoid making highly
personal remarks in public or in formal
situations)
Critical Literacy
1.8 identify the perspectives and/or biases
evident in both simple and complex oral texts
and comment on any questions they may raise
about beliefs, values, and identity, (e.g.,
assess the use of accents or dialects in oral
used to reveal character or to create a
aimed at a teenaged audience)
Presentation Strategies
1.9 explain how several different presentation
strategies are used in oral texts to inform,
persuade, or entertain (e.g., describe how the
actor changes his voice to arouse sympathy;
examine the use of charts or statistics in a
presentation to establish credibility or
authority;7 evaluate the use of a “hook”in an
oral presentation to introduce the topic and
engage the interest of the audience, and
suggest alternative strategies)
2. Speaking to communicate
Purpose
2.1 communicate orally for several different
purposes,using language suitable for the
intended audience (e.g., tell a story to an
elementary school class; participate in a
classroom debate on a social issue; participate
in a book-club discussion; discuss changes to an
essay in a student-teacher conference)
Interpersonal Speaking Strategies
2.2 demonstrate an understanding of several
different interpersonal speaking strategies and
adapt them to suit the purpose, situation, and
audience, exhibiting sensitivity to cultural
differences (e.g., speak in turn;10 paraphrase
or restate group members’ contributions to a
discussion when reporting on the discussion to
the rest of the class)
and/or biases evident in oral texts, including
increasingly complex texts, and comment on
any questions they may raise about beliefs,
values, identity, and power (e.g., listen to and
then discuss mock interviews for a variety of
job types; assess “testimonial”commercials;
analyse the language used in role plays)
Presentation Strategies
1.9 evaluate the effectiveness of a variety of
presentation strategies used in oral texts,
including increasingly complex texts, and
suggest other strategies that could be used
effectively (e.g., examine how body language
and vocal inflection enhance the delivery of a
dramatic monologue; detect the use of
emotionally laden language to persuade the
audience to accept a point of view, and assess
its effectiveness; evaluate the balance
between the use of multimedia slides and the
performance of the speaker in order to assess
the effectiveness of the delivery of the
message )
2. Speaking to communicate
Purpose
2.1 communicate orally for a variety of
purposes, using language appropriate for the
intended audience (e.g., prepare a group read-
aloud of a short story for a school-wide literary
festival; prepare a “Speakers’ Corner”message
about a contemporary issue;6 create and
present a skit involving characters who hold
opposing views on a topic; make a class
presentation on the issues affecting Aboriginal
communities)
Interpersonal Speaking Strategies
2.2 demonstrate an understanding of a variety
of interpersonal speaking strategies and adapt
them to suit the purpose, situation, and
audience, exhibiting sensitivity to cultural
differences (e.g., adapt speech according to
the role/ responsibility assumed in a reading-
circle discussion; negotiate consensus, when
appropriate, by identifying the commonalities
among the various points of view; use language
Page 3 of 21
opening statement, sequence of points with Clarity and Coherence
supporting evidence, and summary/conclusion) 2.3 communicate orally in a clear, coherent
manner, using a structure and style appropriate
Appropriate Language to both the topic and the intended audience
2.4 use appropriate words and phrases from the (e.g., use a formal structure of opening
full range of their vocabulary including statement, enumeration of points, and
inclusive and devices appropriate to the summary/conclusion, and a straightforward,
purpose and context, to communicate their impersonal style, to present a position
meaning accurately and engage the interest of statement on an issue)
their intended audience (e.g., use similes,
personification, and comparative adjectives Appropriate Language
and adverbs to achieve a desired effect) 2.4 use appropriate words, phrases, and
terminology from the full range of their
Vocal Skills and Strategies vocabulary, including inclusive and non-
2.5 identify a range of vocal effects, including discriminatory language, and a range of
tone, pace, pitch, volume, and a variety of stylistic devices, to communicate their
sound effects, and use them appropriately and meaning accurately and engage the interest of
with sensitivity towards cultural differences to their intended audience (e.g., use the
help communicate their meaning (e.g., create technical vocabulary of the subject area
different-sounding “voices” for the characters during a scientific investigation in a group
in a dramatization of a story) setting; incorporate literary language and
structures into personal anecdotes or
Non-Verbal Cues imaginative narratives; use emotive language
2.6 identify a variety of non-verbal cues, in a persuasive appeal to a large group)
including facial expression, gestures, and eye
contact, and use them in oral communications, Vocal Skills and Strategies
appropriately and with sensitivity towards 2.5 identify a range of vocal effects, including
cultural differences, to help convey their tone, pace, pitch, volume, and a variety of
meaning (e.g., count off on their fingers as
sound effects, and use them appropriately and
they present each point in an argument)
with sensitivity towards cultural differences to
communicate their meaning (e.g., use pauses
Visual Aids
and changes of pace to highlight the
2.7 use a variety of appropriate visual aids,
introduction of each new point in a speech to
(e.g., video images, maps, posters, charts,
the student body)
costumes) to support or enhance oral
presentations (e.g., wear a costume to help Non-Verbal Cues
portray the speaker in a monologue; create a 2.6 identify a variety of non-verbal cues,
slide show to accompany a report) including facial expression, gestures, and eye
contact, and use them in oral communications,
appropriately and with sensitivity towards
cultural differences, to help convey their
meaning (e.g., lean into a group to make a
point; make eye contact with the person to
whom the response/question is directed)
Visual Aids
2.7 use a variety of appropriate visual aids
(e.g., charts, videos, props, multimedia) to
support and enhance oral presentations (e.g.,
use a short video clip to support a formal
presentation)
Clarity and Coherence
2.3 communicate in a clear, coherent manner,
using a structure and style appropriate to the
purpose, the subject matter, and the intended
audience (e.g., combine logic with an appeal
to emotion in a charity fund-raising speech;
use a cause-and- effect structure in a report
on the rise of a political movement or the
emergence of a contentious Aboriginal issue)
Appropriate Language
2.4 use appropriate words, phrases, and
terminology from the full range of their
vocabulary, including inclusive and non-
discriminatory language, and a range of stylistic
devices, to communicate their meaning
effectively and engage the interest of their
intended audience (e.g., use imagery,
figurative language such as similes and
analogies, and other stylistic elements such as
idioms and onomatopoeia to evoke a particular
mood in a dramatic monologue or an appeal
for support)
Vocal Skills and Strategies
2.5 identify a range of vocal effects, including
tone, pace, pitch, volume, and a variety of
sound effects, and use them appropriately and
with sensitivity towards cultural differences to
communicate their meaning (e.g., use changes
in pitch to differentiate voices in a story-
telling session; use tone and volume to clarify
implied messages in a rap poem)
Non-Verbal Cues
2.6 identify a variety of non-verbal cues,
including facial expression, gestures, and eye
contact, and use them in oral communications,
appropriately and with sensitivity towards
cultural differences, to help convey their
meaning (e.g., rehearse and use hand gestures
and increased volume to emphasize points
during a formal presentation)
Visual Aids
2.7 use a variety of appropriate visual aids
(e.g., photographs, multimedia, diagrams,
graphs, charts, costumes, props, artefacts) to
support and enhance oral presentations (e.g.,
use a chart to clarify the order of events in a
report about a scientific breakthrough; use a
video clip from an animated cartoon to show
how sound is used to complement the image)
Clarity and Coherence and forms of address that are appropriate for
the level of formality of the situation )
2.3 communicate in a clear, coherent manner
appropriate to the purpose, subject matter, Clarity and Coherence
and intended audience (e.g., organize a
presentation using chronological order or a 2.3 communicate in a clear, coherent manner,
cause-and-effect structure; combine logic with using a structure and style appropriate to the
an appeal to emotion in a speech; explain purpose, subject matter, and intended
researched material to peers using the jigsaw audience (e.g., identify and use specific
method) references from a text to strengthen arguments
in a presentation;8 present an argument that
Appropriate Language has a clearly stated purpose, point-by-point
development, and relevant supporting details)
2.4 use appropriate words, phrases, and
terminology, and several different stylistic Diction and Devices
devices, to communicate their meaning and
engage their intended audience (e.g., use 2.4 use appropriate words, phrases, and
literary language in an oral analysis of a poem terminology, and several different stylistic
during a small-group discussion; choose words devices, to communicate their meaning and
carefully in order to express opinions in a engage their intended audience (e.g., use
constructive manner; use figurative language examples of idioms from diverse cultures to
to evoke a particular emotion in a monologue) illustrate a concept during a presentation; use
emotive language in a persuasive appeal to a
Vocal Skills and Strategies large group; use contemporary English to adapt
2.5 identify several different vocal strategies a Shakespearean soliloquy)
and use them selectively and with sensitivity to
audience needs (e.g., use pauses and changes Vocal Strategies
of pace to highlight the introduction of each
new point in formal and informal dialogue; 2.5 identify a variety of vocal strategies,
use changes in tone and volume to clarify the including tone, pace, pitch, and volume, and
implied meaning of a text while reading it use them appropriately and with sensitivity to
aloud; adapt voice to role-play a character’s audience needs and cultural differences (e.g.,
appearance on a television talk show) enunciate clearly, while varying tone, pace,
and volume, to ensure that all members of a
Non-Verbal Cues diverse audience will understand the message;
adjust volume, pace, and pitch to suit the
2.6 identify several different non-verbal cues purpose of speaking and the size and type of
and use them, with sensitivity to audience audience; adapt voice to role-play the subject
needs, to help convey their meaning (e.g., of a biography for a mock interview)
control gestures while making a presentation
in order to avoid distracting the audience from Non-Verbal Cues
the message; demonstrate spatial awareness
and cultural sensitivity when interacting with 2.6 identify a variety of non-verbal cues,
including facial expressions, gestures, and eye
others; engage in appropriate eye contact
during question-and answer sessions) contact, and use them appropriately to help
convey their meaning and with sensitivity to
Audio-Visual Aids audience needs and cultural differences (e.g.,
use a variety of non-verbal cues to enhance a
2.7 use several different audio-visual aids to dramatic reading; assume a posture that
support and enhance oral presentations (e.g., maintains an engagement with the audience
use costumes, props, or artefacts to enhance a when giving a presentation; play charades in a
creative presentation; use presentation small group)
software to illustrate key events from a
Audio-Visual Aids
biography; use an online media clip to clarify
and support the arguments made in an oral
report) 2.7 use a variety of audio-visual aids
appropriately to support and enhance oral
presentations and to engage an audience (e.g.,
use graphic organizers on an overhead
projector to compare the elements of two
Page 4 of 21

3. Reflecting on Oral Communication Skills and
Strategies
Metacognition
3.1 identify, in conversation with the teacher
and peers, what strategies they found most
helpful before, during, and after listening and
speaking and what steps they can take to
improve their oral communication skills
Teacher prompts: “What strategies do you use
to help you understand and follow a discussion
among several people?” “What strategies do
you use to recall important information after
listening?” “What factors do you consider when
deciding whether to use an informal or a
formal approach when speaking?”
Interconnected Skills
3.2 identify, in conversation with the teacher
and peers, how their skills as viewers,
presenters, readers, and writers help them
improve their oral communication skills
Teacher prompt: “What strategies that you use
when preparing to write help you organize your
ideas before speaking?”
Reading
At the end of year 7, students should be able
to:
-read and demonstrate an understanding of a
variety of literary, graphic, and informational
texts, using a range of strategies to construct
meaning;
-recognize a variety of text forms, text
features, and stylistic elements and
demonstrate understanding of how they help
communicate meaning;
-use knowledge of words and cueing systems to -use knowledge of words and cueing systems to - use knowledge of words and cueing systems to - use knowledge of words and cueing systems
read fluently; read fluently;
-reflect on and identify their strengths as
readers, areas for improvement, and the
strategies they found most helpful before,
during, and after reading.
3. Reflecting on Oral Communication Skills and
Strategies
Metacognition
3.1 identify what strategies they found most
helpful before, during, and after listening and
speaking and what steps they can take to
improve their oral communication skills
Teacher prompts: “What do you try to find
out before you begin to listen to an oral text?”
“How can a partner help you clarify your ideas
after listening to an oral text?” “What steps
help you prepare to speak in a formal
situation?”
Interconnected Skills
3.2 identify how their skills as viewers,
representers, readers, and writers help them
improve their oral communication skills
Teacher prompt: “How does reading about an
issue help you participate in a discussion about
it?”
Reading
At the end of year 8, students should be able
to:
-read and demonstrate an understanding of a
variety of literary, graphic, and informational
texts, using a range of strategies to construct
meaning;
-recognize a variety of text forms, text
features, and stylistic elements and
demonstrate understanding of how they help
communicate meaning;
read fluently;
-reflect on and identify their strengths as
readers, areas for improvement, and the
strategies they found most helpful before,
during, and after reading.
3. Reflecting on Oral Communication Skills and
Strategies
Metacognition
3.1 identify what strategies they found most
helpful before, during, and after listening and
speaking and what steps they can take to
improve their oral communication skills
Teacher prompts: “What listening strategies
help you to contribute effectively in a
group discussion?” “What questions do you ask
yourself to check whether you are
understanding what is being said?” “Can you
identify the most effective elements in your
oral presentation? How do you know they were
effective?” “What would you do differently
next time?”
Interconnected Skills
3.2 identify how their skills as viewers,
representers, readers, and writers help them
improve their oral communication skills
Teacher prompt: “How does your experience
of creating media texts help you understand
oral texts?”
Reading
At the end of year 9, students should be able
to:
-read and demonstrate an understanding of a
variety of literary, graphic, and informational
texts, using a range of strategies to construct
meaning;
-recognize a variety of text forms, text
features, and stylistic elements and
demonstrate understanding of how they help
communicate meaning;
to read fluently;
- reflect on and identify their strengths as
readers, areas for improvement, and the
strategies they found most helpful before,
during, and after reading.
short stories; use costumes and props to
enhance a dramatic presentation)
3. Reflecting on Oral Communication Skills and 3. Reflecting on Oral Communication Skills and
Strategies Strategies
Metacognition Metacognition
3.1 describe several different strategies they 3.1 describe a variety of strategies they used
used before, during, and after listening and before, during, and after listening and
speaking; explain which ones they found most speaking; explain which ones they found most
helpful; and identify steps they can take to helpful; and identify steps they can take to
improve their oral communication skills (e.g., improve their oral communication skills (e.g.,
identify what their classmates know about the explain how they used visual and audio aids to
topic before they begin planning their clarify ideas in a small-group presentation;
presentation; explain during a student-teacher discuss what they find most difficult about
conference how they self-monitor their presenting orally in class, and list strategies
listening and speaking skills; outline their that might make it easier)
learning process when they listen to a class
lecture) Interconnected Skills
Interconnected Skills 3.2 identify a variety of their skills in viewing,
representing, reading, and writing and explain
3.2 identify several of their skills in viewing, how the skills help them improve their oral
representing, reading, and writing and explain communication skills (e.g., identify and explain
how the skills help them improve their oral narrative techniques that they could
communication skills (e.g., analyse a videotape incorporate into a group oral presentation;
of a small-group discussion to identify effective explain how reading a humorous short story
non-verbal communication strategies; explain improves their ability to tell amusing anecdotes
how reading a character’s dialogue before of their own)
performing a scene in a readers’ theatre
presentation will help them give a better
performance)
Reading Reading
At the end of year 10, students should be able At the end of year 11, students should be able
to: to:
- read and demonstrate an understanding of a - read and demonstrate an understanding of a
variety of literary, informational, and graphic variety of literary, informational, and graphic
texts, using a range of strategies to construct texts, using a range of strategies to construct
meaning; meaning;
-recognize a variety of text forms, text - recognize a variety of text forms, text
features, and stylistic elements and features, and stylistic elements and
demonstrate understanding of how they help demonstrate understanding of how they help
communicate meaning; communicate meaning;
- use knowledge of words and cueing systems
to read fluently;
- reflect on and identify their strengths as - reflect on and identify their strengths as
readers, areas for improvement, and the readers, areas for improvement, and the
strategies they found most helpful before, strategies they found most helpful before,
during, and after reading. during, and after reading.
Page 5 of 21
1. Reading for Meaning
Variety of Texts
1.1 read a wide variety of texts from diverse
cultures, including literary texts (e.g., short
stories, poetry, myths, legends, fantasies,
novels, plays), graphic texts (e.g., graphic
novels, advertisements, atlases, graphic
organizers, charts and tables), and
informational texts (e.g., biographies,
textbooks, and other non-fiction materials;
articles and reports; print and online
editorials, various electronic texts, webquest
texts)
Purpose
1.2 identify a variety of purposes for reading
and choose reading materials appropriate for
those purposes (e.g., online and print sources
to compare different approaches to the same
topic; webquest texts for information on a
historical topic; graphic organizers, charts, andand journals to verify information; a
tables for specific information; a novel or a
nonfiction book on a favourite topic for
personal enjoyment)
Comprehension Strategies
1.3 identify a variety of reading comprehension article for background information)
strategies and use them appropriately before,
during, and after reading to understand
increasingly complex texts (e.g., activate prior 1.3 identify a variety of reading comprehension
knowledge on a topic through brainstorming
and developing concept maps; use visualization during, and after reading to understand
and comparisons with images from other media
to clarify details of characters, scenes, or
concepts in a text; make predictions about a
text based on knowledge of similar texts;
reread or read on to confirm or clarify
understanding)
Demonstrating Understanding
1.4 demonstrate understanding of increasingly
complex texts by summarizing and explaining
important ideas and citing relevant supporting understanding)
details (e.g., general idea and related facts in
chapters, reports, tables and charts, concept
maps, online and print magazine articles,
editorials, brochures or pamphlets, websites;
main theme and important details in short
stories, poems, plays, legends)
Making Inferences/Interpreting Texts
1.5 develop interpretations about texts using
stated and implied ideas to support their
interpretations Teacher prompt: “What is the
story between the lines … beyond the lines?
What clues did the author give that led to your
1. Reading for Meaning
Variety of Texts
1.1 read a wide variety of increasingly complex
or difficult texts from diverse cultures,
including literary texts (e.g., short stories,
novels, poetry, essays, science fiction,
memoirs, scripts, satire), graphic texts (e.g.,
graphs and graphic organizers, charts and
tables, surveys, maps, spreadsheets), and
informational texts (e.g., essays, Canadian and
global print and online sources, electronic
texts, textbooks, dictionaries, thesauri,
websites, transcripts)
Purpose
1.2 identify a variety of purposes for reading
and choose reading materials appropriate
for those purposes (e.g., an electronic
database listing magazines, newspapers,
national, local, or community newspaper
for coverage of a specific/current issue;
scripts and lyrics for enjoyment, recreation,
and interest; an online or print encyclopedia
Comprehension Strategies
strategies and use them appropriately before,
increasingly complex texts (e.g., activate prior
knowledge on a topic through dialogue and
discussion; use visualization and comparisons
with images from other media to
clarify details of characters, scenes, or
concepts; ask questions to monitor
understanding; summarize sections of text
during reading; synthesize ideas to broaden
Demonstrating Understanding
1.4 demonstrate understanding of increasingly
complex texts by summarizing
important ideas and citing a variety
of details that support the main idea
(e.g., key information in manuals, surveys,
graphs, online and print encyclopedias,
websites, tables and charts; theme and
related ideas in magazine articles, dramatic
monologues, television programs)
1. Reading for Meaning
Variety of Texts
1.1 read a wide variety of increasingly complex
or difficult texts from diverse cultures,
including literary texts (e.g., short stories,
novels, poetry, essays, science fiction,
memoirs, scripts, satire), graphic texts (e.g.,
graphs and graphic organizers, charts and
tables, surveys, maps, spreadsheets), and
informational texts (e.g., essays, Canadian and
global print and online sources, electronic
texts, textbooks, dictionaries, thesauri,
websites, transcripts)
Purpose
1.2 identify a variety of purposes for reading
and choose increasingly complex or difficult
reading materials appropriate for those
purposes (e.g., several online or print articles
by the same author to identify consistency or
change in the author’s point of view; websites
for information on a topic from different
sources; stories from different cultures,
including Aboriginal cultures, to compare
treatments of similar themes)
Comprehension Strategies
1.3 identify a variety of reading
comprehension strategies and use them
appropriately before, during, and after reading a process described in an informational text;
to understand increasingly complex or difficult after reading, explain how the key images in a supporting details in texts, including
texts (e.g., activate prior knowledge on a topic poem helped them understand the theme of
through dialogue or by developing mind maps; the poem)
use visualization and comparisons with images
in other texts or media to clarify impressions
of characters, scenes, or concepts; ask
questions to monitor and clarify
understanding; identify important ideas;
synthesize ideas to broaden understanding)
Demonstrating Understanding
1.4 demonstrate understanding of increasingly
complex and difficult texts by summarizing
important ideas and explaining how the details
support the main idea (e.g., theme or
argument and supporting evidence in reviews,
essays, plays, poems; key information and
related data in public documents, online and
print reference articles, manuals, surveys,
graphs, tables and charts, websites,
transcripts)
Making Inferences/Interpreting Texts
1. Reading for Meaning
Variety of Texts
1.1 read student- and teacher-selected texts
from diverse cultures and historical periods,
identifying specific purposes for reading (e.g.,
compare the portrayal of adolescent issues in
two short stories from different cultures;
identify the theme in a Young Adult novel and
a related poem in preparation for a book club
discussion ; 1 compare two newspaper articles
on the same topic, identifying where the
authors agree and where they differ; 2 create
a bibliography of several online resources
on a topic of interest)
Comprehension Strategies
1.2 use several different reading
comprehension strategies before, during, and
after reading to understand both simple and
complex texts (e.g., list questions that occur
to them as they read in preparation for a book aloud; pose questions about a character’s
club discussion; preview features of an
informational text; explain how the
illustrations support the theme of a picture
book; use graphic organizers to keep track of
important facts while doing research; 3 make
sketches to visualize the action in a scene, or Demonstrating Understanding
Demonstrating Understanding
1.3 identify the important ideas and supporting
details in both simple and complex texts (e.g.,
select details from a story to create a profile
of a character in the story; use a graphic
organizer to categorize the ideas in an article)
Making Inferences
1.4 make and explain inferences about both
simple and complex texts, supporting their
explanations with stated and implied ideas
from the texts (e.g., list the words used to
describe a character in a short story and make
inferences about the character on the basis of
those words; consider whether the rhythm of a prominently and cover in most detail)
poem influenced their interpretation of the
poem’s theme)
Extending Understanding of Texts
1.5 extend understanding of both simple and
1. Reading for Meaning
Variety of Texts
1.1 read a variety of student- and teacher-
selected texts from diverse cultures and
historical periods, identifying specific purposes
for reading (e.g., compare the diction and
imagery used in a contemporary poem and a
poem on the same theme from a different
historical period; develop a character sketch
based on a brief biography of a historical figure
they admire to prepare for a short role-play
presentation; use an electronic database to
locate information from various sources about
religious or cultural practices of an ethnic
group different from their own)
Comprehension Strategies
1.2 select and use appropriate reading
comprehension strategies before, during, and
after reading to understand texts, including
increasingly complex texts (e.g., make jot
notes based on teacher prompts during a read-
motivation or actions in a fictional text; role-
play alternative solutions to a conflict
presented in a text; activate prior knowledge
about a topic using an anticipation guide)
1.3 identify the most important ideas and
increasingly complex texts (e.g., flag key
passages that reveal character in a text;
highlight or make notes about ideas or details
that support the author’s thesis; prepare a
series of tableaux to represent key events in a
story; determine what essential information is
conveyed by the captions in a graphic text)
Making Inferences
1.4 make and explain inferences about texts,
including increasingly complex texts,
supporting their explanations with well-chosen
stated and implied ideas from the texts (e.g.,
explain what the dialogue in the story
indirectly or implicitly reveals about a
character; make inferences about the target
audience for two different newspapers based
on the stories the papers feature most
Extending Understanding of Texts
1.5 extend understanding of texts, including
increasingly complex texts, by making
appropriate connections between the ideas in
Page 6 of 21
conclusion? Why do you think the author
doesn’t state these ideas directly?”
Extending Understanding
1.6 extend understanding of texts by
connecting, comparing, and contrasting the
ideas in them to their own knowledge,
experience, and insights, to other familiar
texts, and to the world around them Teacher
prompt: “How does the author’s treatment of
this topic compare with treatments of the topic
in other sources?”
Analysing Texts
1.7 analyse increasingly complex texts and
explain how the different elements in them
contribute to meaning (e.g., narrative:
contribution of characters, setting, and plot to
the theme; persuasive argument: the role of
the summing-up paragraph in highlighting the
most compelling points in the argument)
Responding to and Evaluating Texts
1.8 make judgements and draw conclusions
about ideas in texts and cite stated or implied
evidence from the text to support their views.
Teacher prompts: “What conclusions can you characters caught up in an exciting plot
draw from the events or information presented makes the story seem more real; debate:
in the text?” “Has the author chosen the most the formal, balanced structure encourages
convincing facts to support his or her opinion?” the reader to pay equal attention to both
Point of View
1.9 identify the point of view presented in
texts; determine whether they can agree with
the view, in whole or in part; and suggest some
other possible perspectives (e.g., ask questions and complex texts based on evidence
to identify any biases that are stated or implied from the texts
in the view presented) Teacher prompts: “Who
would be most likely to share this point of
view? Who would not?” “How would you revise
the text to appeal to a different or a wider
audience?” “Why do you think stereotypes are texts, including increasingly complex or
used in certain texts?”
Making Inferences/Interpreting Texts
1.5 develop and explain interpretations of
increasingly complex or difficult texts
using stated and implied ideas from the
texts to support their interpretations
Extending Understanding
1.6 extend understanding of texts, including
increasingly complex or difficult texts, by
connecting the ideas in them to their
own knowledge, experience, and
insights, to other familiar texts, and to
the world around them (e.g., by comparing
their own perspective to those of the
characters in a historical novel)
Analysing Texts
1.7 analyse a variety of texts, both simple
and complex, and explain how the different
elements in them contribute to
meaning and influence the reader’s
reaction (e.g., narrative: having ordinary
sides of the argument)
Responding to and Evaluating Texts
1.8 evaluate the effectiveness of both simple
Point of View
1.9 identify the point of view presented in
difficult texts; give evidence of any biases
they may contain; and suggest other
possible perspectives (e.g., determine
whether an author’s choice of voices to
include seems justified and suggest how
the meaning would change if different
voices were chosen)
1.5 develop and explain interpretations of complex texts by making connections between them and personal knowledge, experience, and
increasingly complex or difficult texts using insights; other texts; and the world around
stated and implied ideas from the texts to the ideas in them and personal knowledge, them (e.g., recall similar structures of texts
support their interpretations experience, and insights; other texts; and the previously read to help in analysing a new text;
world around them (e.g., role-play how they
Teacher prompt: “How do the stated and with a partner, role-play a mock interview
unstated messages in the dialogue between would resolve a particular character’s about a public personality’s reaction to a
these characters complicate the plot of this dilemma; describe the position a character in recent profile in a print or online source;
story? What details in the dialogue support youra historical novel might take on a present-day explain how something in your own experience
interpretation?” issue; determine whether information in a or background has influenced your
news article supports or contradicts their prior understanding of a character’s behaviour)
Extending Understanding knowledge acquired through research or
1.6 extend understanding of texts, including personal experience) Analysing Texts
increasingly complex or difficult texts, by 1.6 analyse texts in terms of the information,
connecting the ideas in them to their own Analysing Texts ideas, issues, or themes they explore,
knowledge, experience, and insights, to other examining how various aspects of the texts
texts, and to the world around them 1.6 analyse texts in terms of the information, contribute to the presentation or development
Teacher prompts: “Do you have knowledge or ideas, issues, or themes they explore, of these elements (e.g., explain how figures of
experiences that affect the way you interpret examining how various aspects of the texts speech in a text highlight the theme and help
the author’s message?” “How does the author’s contribute to the presentation or development create a mood; determine how the setting in
of these elements (e.g., determine whether
approach differ from the approach in other two short stories helps clarify each story’s main
articles you have read on this topic?” repeated sounds, words, or phrases in a poem theme)
reinforce its theme; determine how a story
Analysing Texts might change if it were narrated by one of the Evaluating Texts
1.7 analyse a variety of texts, including other characters in the story; determine how 1.7 evaluate the effectiveness of texts,
complex or difficult texts, and explain how the altering the punctuation could affect the including increasingly complex texts, using
various elements in them contribute to message of an advertisement) evidence from the text to support their
meaning and influence the reader’s reaction opinions (e.g., explain why the plot of a novel
(e.g., narrative: rising action holds attention Evaluating Texts
is believable or not; explain why one online
and creates suspense; report on an information source is more useful than another;
investigation: the opening paragraph tells the 1.7 evaluate the effectiveness of both simple
explain some of the ways in which a particular
reader about the purpose, goals, and audience and complex texts, using evidence from the novel engages the reader; explain why the
for the report) text to support their opinions (e.g., identify
wording of the text in an advertisement
Teacher prompts: “Why does the author spend details that made them accept a story as succeeds in capturing the attention of its teen
so much time describing the preparation for the believable; identify details that helped make audience)
the argument in an opinion piece convincing;
race?” “How does the information in the
opening paragraph help you understand the rest identify the aspects of a favourite poem that
make it appealing to them) Critical Literacy
of the report?” 1.8 identify and analyse the perspectives
Critical Literacy and/or biases evident in texts, including
Responding to and Evaluating Texts increasingly complex texts, and comment on
1.8 evaluate the effectiveness of a text based
1.8 identify the perspectives and/or biases any questions they may raise about beliefs,
on evidence taken from that text
evident in both simple and complex texts and values, identity, and power (e.g., determine
Teacher prompts: “Were the instructions for
comment on any questions they may raise the fairness of depictions of comic characters
doing the experiment clear and easy to follow?
about beliefs, values, and identity (e.g., in a Shakespeare play, of the antagonist or
Why or why not?” “Were the author’s villain in a novel, of poverty and poor people in
compare the depiction of an issue in a Young
arguments well supported by credible
Adult novel and the depiction of the same a newspaper article)
evidence? Did the arguments make sense? Why,
issue in a newspaper report; explain how the
or why not?” “Identify three uses of imagery in
social norms and values of a particular society
the poem and explain how they help the poet
in a different historical period are reflected in
communicate the theme effectively.”
a short story from that place and time;
Point of View describe differences in how readers from
1.9 identify the point of view presented in different backgrounds might respond to
texts, including increasingly complex or stereotyping in a text)
difficult texts; give evidence of any biases they
may contain; and suggest other possible
perspectives (e.g., determine whether an
environmental argument should include an
economic perspective or an economic argument
should include an environmental perspective)
Page 7 of 21

2. Understanding Form and Style
Text Forms
2.1 analyse a variety of text forms and explain
how their particular characteristics help
communicate meaning, with a focus on literary
texts such as a myth (e.g., the use of
imaginary/supernatural characters tells the
reader not to interpret the story literally),
graphic texts such as an advertisement (e.g.,
colour and layout are used to emphasize the
appeal and importance of the product), and
informational texts such as an editorial (e.g.,
the formal, logical structure of thesis,
development, and summary/conclusion helps
create an authoritative impression)
Text Patterns
2.2 identify a variety of organizational patterns easy to follow)
in a range of texts and explain how they help
readers understand the texts (e.g., order of
importance in a persuasive letter or news
report, a grid and coordinates in a map,
columns and rows in a table, time order in a
biography)
Text Features
2.3 identify a variety of text features and
explain how they help readers understand texts
(e.g., indexes, headings/ subheadings, captions
and labels, and drop-down menus help the
reader locate key words, phrases, or ideas
when skimming or scanning a text before
reading)
Elements of Style
2.4 identify various elements of style –
including voice, word choice, and the use of
hyperbole, strong verbs, dialogue, and complex
sentences – and explain how they help
communicate meaning (e.g., hyperbole
provides drama and emphasis in a persuasive
article; a complex sentence allows the author
to combine ideas for succinctness and improved
flow)
3. Reading with Fluency
2. Understanding Form and Style
Text Forms
2.1 analyse a variety of text forms and explain
how their particular characteristics help
communicate meaning, with a focus on
literary texts such as a novel (e.g., the
realistic portrayal of imagined characters
and actions helps the reader become
involved in the story), graphic texts such
as a photo essay (e.g., the pictures and
captions together communicate much
more than they could separately), and
informational texts such as a manual
(e.g., the use of headings, numbered steps,
and illustrations makes the procedures
Text Patterns
2.2 analyse increasingly complex texts to
identify organizational patterns used in
them and explain how the patterns help
communicate meaning (e.g., a question and-
answer format in a report or article;
groups and subgroups in a table or web)
Text Features
2.3 identify a variety of text features and
explain how they help communicate
meaning (e.g., a task bar, hyperlinks,
margin notes,“Works Cited” or
“References”lists)
Elements of Style
2.4 identify various elements of style –
including foreshadowing, metaphor,
and symbolism – and explain how
they help communicate meaning and
enhance the effectiveness of texts (e.g., a
metaphor creates vivid, striking pictures in
the reader’s mind by suggesting an unexpected
analogy between one type of object
or idea and a different object or idea: a
budding poet)
3. Reading with Fluency
Teacher prompt: “How will the addition of
another perspective affect the impact or
appeal of the text?”
2. Understanding Form and Style
Text Forms
2.1 analyse a variety of text forms and explain
how their particular characteristics help
communicate meaning, with a focus on literary
texts such as a memoir (e.g., the author’s
personality and/or special experience of the
subject are an important part of the narrative,
even if the author is not the subject of the
narrative), graphic texts such as a map (e.g.,
the different colours for land and water help
readers understand what geographical features
they are looking at), and informational texts
such as a magazine article (e.g., sidebars allow
minor themes to be developed in detail
without interrupting the main narrative)
Text Patterns
2.2 analyse increasingly complex texts to
identify different types of organizational
patterns used in them help readers locate
information and understand its context) and
explain how the patterns help communicate
meaning (e.g., a “before-and-after”
comparison in an advertisement; time order
and cause and effect in an online magazine or
newspaper article)
Text Features
2.3 identify a variety of text features and
explain how they help communicate meaning
(e.g., tree diagrams, tables, end-notes, and
“Works Cited” or “References” lists help
readers locate information and understand its
context)
Teacher prompt: “What do the types of
sources in the ‘References’ list tell you about
the author’s research?”
Elements of Style
2.4 identify a range of elements of style –
including symbolism, irony, analogy, metaphor,
and other rhetorical devices – and explain how
they help communicate meaning and enhance
the effectiveness of texts (e.g., the use of
dramatic irony, in which the audience
understands the implications of words or
actions better than the characters do
themselves, can create humour or a sense of
foreboding)
3. Reading with Fluency
2. Understanding Form and Style
Text Forms
2.1 identify several different characteristics of
literary, informational, and graphic text forms
and explain how they help communicate
meaning (e.g., dated entries and use of the
first person in a journal or diary signal the
limited, personal perspective of the author;
the dateline and impersonal presentation
distinguish the factual, objective orientation
of a news report from the personal persuasive
orientation of an opinion piece; the linear,
episodic plot of a travel or adventure
narrative enhances the sense of
unpredictability that creates interest and
suspense)
Text Features
2.2 identify several different text features and
explain how they help communicate meaning
(e.g., visuals in a children’s story provide
necessary information that is hard to convey
using a child’s limited vocabulary; the text
layout of a concrete poem can change or add
to the meaning conveyed by the words alone)
Elements of Style
2.3 identify several different elements of style
in texts and explain how they help
communicate meaning and enhance the
effectiveness of the text (e.g., evocative
language may be used to create a particular
mood in a novel; incongruous words and
phrases may be used to create a humorous
effect in a short story; a repeated phrase in a
song lyric helps to emphasize the
theme; the use of words with several
connotations can add extra levels of meaning
in a poem; alliteration in a magazine or online
advertising slogan can help make readers
remember the slogan – and the product)
3. Reading with Fluency
2. Understanding Form and Style
Text Forms
2.1 identify a variety of characteristics of
literary, informational, and graphic text forms
and explain how they help communicate
meaning (e.g., explain the function of setting
in a short story; explain the function of rhyme
in a sonnet; explain the role of a refrain or
repeated phrase in a ballad or story; explain
the function of transition words in an opinion
piece or argument; explain the role of a
comparison and contrast structure in a
persuasive essay or a book review; explain why
some characters in a Shakespeare play speak
mainly in verse and others mainly or only in
prose)
Text Features
2.2 identify a variety of text features and
explain how they help communicate meaning
(e.g., “explanatory”titles or epigraphs for
individual chapters in a novel; logo size,
illustrations, font sizes, and colour in an
advertisement)
Elements of Style
2.3 identify a variety of elements of style in
texts and explain how they help communicate
meaning and enhance the effectiveness of the
texts (e.g., determine the differences in
meaning or effect when the same symbol, such
as the sun or water, is used in two different
poems; compare the images, symbols, and
literary devices used in an Aboriginal myth and
a Greek myth; explain how a mythical allusion
in a piece of literature or an advertisement
enhances the theme or message; determine
what effects are achieved in works by two
different authors, one of whom uses a variety
of sentence types while the other does not)
3. Reading with Fluency
Page 8 of 21
Reading Familiar Words
3.1 automatically read and understand most
words in a range of reading contexts (e.g.,
words from oral vocabulary and grade-level
texts; terminology used regularly in discussions
and posted on anchor charts; words from
shared-, guided-, and independent-reading
texts and resource materials in the curriculum
subject areas)
Reading Unfamiliar Words
3.2 predict the meaning of and rapidly solve
unfamiliar words using different types of cues,
including:
•semantic (meaning) cues (e.g., prefixes,
suffixes, base words, phrases, sentences, and
visuals that activate existing knowledge of oral
and written language); syntactic (language
structure) cues (e.g., word order, language
patterns, punctuation);
•graphophonic (phonological and graphic) cues • syntactic (language structure) cues
(e.g., words within larger words, syllables
within longer words, similarities between
words with known spelling patterns and
unknown words)
Reading Fluently
3.3 read appropriate texts with expression and longer words, similarities between
confidence, adjusting reading strategies and
reading rate to match the form and purpose
(e.g., read a radio drama or radio editorial in
role with suitable emphasis and phrasing)
4.Reflecting on Reading Skills and strategies
Metacognition
4.1 identify the strategies they found most
helpful before, during, and after reading and
explain, in conversation with the teacher
and/or peers, or in a reader’s notebook, how
they can use these and other strategies to
improve as readers Teacher prompts: “What
questions do you ask yourself to check that you
understand what you are reading?” “How do
you know if you need to reread a section of a
text?” “What else can you do if reading on or
rereading does not clarify the meaning?” “In
what way do you use your reader’s notebook to
Reading Familiar Words
3.1 automatically read and understand
most words in a wide range of reading
contexts (e.g., words from grade-level
texts; terminology used in discussions
and posted on anchor charts; words from
shared-, guided-, and independent-reading
texts, electronic texts, and resource materials
in the curriculum subject areas)
Reading Unfamiliar Words
3.2 predict the meaning of and rapidly
solve unfamiliar words using different
types of cues, including:
• semantic (meaning) cues (e.g., prefixes,
suffixes, base words, phrases, sentences,
and visuals that activate existing
knowledge of oral and written
language);
(e.g., word order, language patterns,
punctuation);
• graphophonic (phonological and
graphic) cues (e.g., familiar words
within larger words, syllables within
words with known spelling patterns
and unknown words)
Reading Fluently
3.3 read appropriate texts with expression
and confidence, adjusting reading
strategies and reading rate to match the
form and purpose (e.g., read in role with
suitable emphasis and phrasing to dramatize
a text for an audience)
4.Reflecting on Reading Skills and strategies
Metacognition
4.1 identify a range of strategies they found
helpful before, during, and after reading
and explain, in conversation with the
teacher and/or peers or in a reader’s
notebook, how they can use these and
other strategies to improve as readers
Interconnected Skills
4.2 explain, in conversation with the
teacher and/or peers or in a reader’s
Reading Familiar Words
3.1 automatically read and understand most
words in a wide range of reading contexts
(e.g., words from grade-level texts;
terminology used in discussions and posted in
the classroom; words from shared-, guided-,
and independent- reading texts, electronic
texts, and resource material used in the
curriculum subject areas)
Reading Unfamiliar Words
3.2 predict the meaning of and rapidly solve
unfamiliar words using different types of cues, speech to infer the meaning of a new word;
including:
• semantic (meaning) cues (e.g., base words,
prefixes, suffixes, phrases, sentences, and
visuals that activate existing knowledge of oral determine the meaning of unfamiliar words)
and written language);
• syntactic (language structure) cues
(e.g., word order and the relationship between to expand vocabulary (e.g., maintain personal
words, language patterns, punctuation);
• graphophonic (phonological and graphic) cues words borrowed from other languages; list
(e.g., familiar words within larger words,
syllables within larger words, similarities
between words with known spelling patterns
and unknown words)
Teacher prompt: “Read to the end of the
paragraph and see if the context will help you
solve the word. Is the word essential to your
understanding? If so, reread and see if you can
solve the word by...”
Reading Fluently
3.3 read appropriate texts with expression and
confidence, adjusting reading strategies and
reading rate to match the form and purpose
(e.g., orally read to entertain a younger class,
using suitable emphasis, intonation, and
phrasing)
4.Reflecting on Reading Skills and strategies
Metacognition
4.1 identify the strategies they found most
helpful before, during, and after reading and
explain, in conversation with the teacher
and/or peers or in a reader’s
notebook/reflective journal, how they can use
these and other strategies to improve as
readers Teacher prompts: “What strategies do
you use most consistently to help you
understand a new text?” “What types of
questions do you ask yourself to help you
monitor your reading?” “What ‘fix-up’
strategies do you use when you don’t
Reading Familiar Words
3.1 automatically understand most words in
several different reading contexts (e.g., slang
and jargon in a magazine report on teen
trends; subject- specific terminology from
grade-level texts and supplementary texts
about the subject)
Reading Unfamiliar Words
3.2 use appropriate decoding strategies to read
and understand unfamiliar words (e.g., use
understanding of word order and parts of
sound out words phonetically; substitute a
word that would make sense in the same
context for the unfamiliar word; use
knowledge of roots, prefixes, and suffixes to
Developing Vocabulary
3.3 identify and use several different strategies
word lists of effective words or phrases
encountered in a literary context; identify
different uses of a new word in a personal
dictionary; use a graphic to explore a word
family)
4.Reflecting on Reading Skills and strategies
Metacognition
4.1 describe several different strategies they
used before, during, and after reading; explain
which ones they found most helpful; and
identify specific steps they can take to improve
as readers (e.g., describe similarities and
differences in the way they read a poem and a
print advertisement; rank their top five
reading comprehension strategies in order of
effectiveness and give reasons for their
choices; compare their top five strategies with
those of a peer and collaborate to identify and
describe the best use for each strategy)
Reading Familiar Words
3.1 automatically understand most words in a
variety of reading contexts (e.g., idioms,
euphemisms, and slang expressions in literary
texts; academic and technical terms in reports
and essays; the different meanings of a familiar
word in different contexts)
Reading Unfamiliar Words
3.2 use appropriate decoding strategies to read
and understand unfamiliar words (e.g., use a
dictionary of foreign words and expressions to
find the meaning of foreign words and phrases
in dialogue in a novel; use knowledge of
prefixes, suffixes, and roots to predict
meaning; make personal lists of common
prefixes and suffixes for easy reference; read
beyond an unfamiliar word or phrase to infer
meaning from the overall sense of the passage)
Developing Vocabulary
3.3 identify and use a variety of strategies to
expand vocabulary (e.g., identify examples of
idioms, euphemisms, slang, dialect, acronyms,
academic language, and technical terminology
and use a variety of resources to check their
meaning; review the etymology of unfamiliar
words in an etymological dictionary)
4.Reflecting on Reading Skills and strategies
Metacognition
4.1 describe a variety of strategies they used
before, during, and after reading; explain
which ones they found most helpful; and
identify detailed steps they can take to
improve as readers (e.g., describe the
strategies they used in reading a short story
and explain how the strategies were helpful;
use a Venn diagram to identify which strategies
are useful at a particular stage of the reading
process and which are useful at more than one
stage – or at all stages)
Page 9 of 21
help you as a reader?”
Interconnected Skills
4.2 explain, in conversation with the teacher
and/or peers or in a reader’s notebook, how
their skills in listening, speaking, writing,
viewing, and representing help them
make sense of what they read (e.g., using a
particular form when writing enhances
understanding when reading texts of a similar
form) Teacher prompts: “Think about the
conventions you used when creating a class
newspaper. How will that information help you
when you read the community newspaper?”
Writing
At the end of year 7, students should be able
to:
-generate, gather, and organize ideas and
information to write for an intended purpose
and audience;
-draft and revise their writing, using a variety
of informational, literary, and graphic forms
and stylistic elements appropriate for the
purpose and audience;
-use editing, proofreading, and publishing skills
and strategies, and knowledge of language
conventions, to correct errors, refine
expression, and present their work effectively;
-reflect on and identify their strengths as
writers, areas for improvement, and the
strategies they found most helpful at different
stages in the writing process.
1. Developing and Organizing Content
Purpose and Audience
1.1 identify the topic, purpose, and audience
for a variety of writing forms (e.g., an original
poem, with an invented structure or based on a
model such as a haiku, about a topic of
personal interest, to share with the class; a
persuasive letter asking the school principal to
look at a specific issue from a new point of
view; a description of the procedure for
constructing a three-dimensional model, to
notebook, how their skills in listening,
speaking, writing, viewing, and representing
help them make sense of what
they read.
Writing
At the end of year 8, students should be able
to:
-generate, gather, and organize ideas and
information to write for an intended purpose
and audience;
-draft and revise their writing, using a variety
of informational, literary, and graphic forms
and stylistic elements appropriate for the
purpose and audience;
-use editing, proofreading, and publishing skills
and strategies, and knowledge of language
conventions, to correct errors, refine
expression, and present their work effectively;
-reflect on and identify their strengths as
writers, areas for improvement, and the
strategies they found most helpful at different
stages in the writing process.
1. Developing and Organizing Content
Purpose and Audience
1.1 identify the topic, purpose, and audience
for more complex writing forms
(e.g., a rap poem or jingle, to express a
personal view to the class; a report for a
community newspaper about a public
meeting on an environmental issue affecting
local neighbourhoods; an autobiography
understand?” “What strategies do you use
confidently and effectively?”
Interconnected Skills
4.2 explain, in conversation with the teacher
and/or peers or in a reader’s
notebook/reflective journal, how their skills in presenting or viewing a dramatization of
listening, speaking, writing, viewing, and
representing help them make sense of what
they read Teacher prompts: “Did watching the report to the class on how discussion with a
television program about space exploration
help you when you were reading the newspaper understanding of a news article about a local
reports of the space probe?” “How does
creating online texts help you read electronic
texts?” “What lessons have you learned as a
writer/listener that will make you a better
reader?”
Writing
At the end of year 9, students should be able
to:
-generate, gather, and organize ideas and
information to write for an intended purpose
and audience;
-draft and revise their writing, using a variety
of informational, literary, and graphic forms
and stylistic elements appropriate for the
purpose and audience;
-use editing, proofreading, and publishing skills
and strategies, and knowledge of language
conventions, to correct errors, refine
expression, and present their work effectively;
-reflect on and identify their strengths as
writers, areas for improvement, and the
strategies they found most helpful at different
stages in the writing process.
1. Developing and Organizing Content
Purpose and Audience
1.1 identify the topic, purpose, and audience
for more complex writing forms (e.g., a
personal memoir about the school experience
to share with classmates, family, and friends
at graduation; a report on a topic of current
interest in the style of a newspaper article,
including headlines, for a school or community
newspaper; a campaign flyer or brochure to
Interconnected Skills
4.2 identify several of their skills in listening,
speaking, writing, viewing, and representing
and explain how the skills help them read
more effectively (e.g., explain to a peer how
dialogue from a short story helped them
understand the main character in the story;
partner helped clarify or extend their
issue)
Writing
At the end of year 10, students should be able
to:
- generate, gather, and organize ideas and
information to write for an intended purpose
and audience;
- draft and revise their writing, using a variety
of literary, informational, and graphic forms
and stylistic elements appropriate for the
purpose and audience;
- use editing, proofreading, and publishing
skills and strategies, and knowledge of
language conventions, to correct errors, refine
expression, and present their work effectively;
- reflect on and identify their strengths as
writers, areas for improvement, and the
strategies they found most helpful at different
stages in the writing process.
1. Developing and Organizing Content
Identifying Topic,Purpose, and Audience
1.1 identify the topic, purpose, and audience
for several different types of writing tasks
(e.g., a narrative poem depicting a humorous
incident for peers; a review of a book or film
for fellow students; an account of an
important event in Aboriginal history for the
school newspaper; an expository essay
explaining a character’s development in a
Interconnected Skills
4.2 identify a variety of their skills in listening,
speaking, writing, viewing, and representing
and explain how the skills help them read more
effectively (e.g., describe in a double-entry
journal how viewing pictures of a historical
period contributes to their understanding of
fiction set in that period)
Writing
At the end of year 11,, students should be able
to:
- generate, gather, and organize ideas and
information to write for an intended purpose
and audience;
- draft and revise their writing, using a variety
of literary, informational, and graphic forms
and stylistic elements appropriate for the
purpose and audience;
- use editing, proofreading, and publishing
skills and strategies, and knowledge of
language conventions, to correct errors, refine
expression, and present their work effectively;
- reflect on and identify their strengths as
writers, areas for improvement, and the
strategies they found most helpful at different
stages in the writing process.
1. Developing and Organizing Content
Identifying Topic, Purpose, and Audience
1.1 identify the topic, purpose, and audience
for a variety of writing tasks (e.g., an academic
essay examining a theme in one of
Shakespeare’s plays for the teacher; a speech
about an Aboriginal leader or role model for
peers; a rite-of-passage narrative relating the
experience of a fictional character for peers
and adults; a narrative about a significant
Page 10 of 21
share with Year 4 students; a script on a topic for a youth magazine, web page, blog, promote a candidate for school government) short story or novel for the teacher;1 a ballad personal moment in their own Grade 9
of current interest for a mock television or zine) about a local person or event for the class experience for new Grade 9 students; an
broadcast for a general audience) Developing Ideas yearbook) article on a local issue for a community
Developing Ideas
1.2 generate ideas about more challenging newspaper)
Developing Ideas 1.2 generate ideas about more challenging topics and identify those most appropriate to Generating and Developing Ideas
1.2 generate ideas about a potential topic and topics and identify those most appropriate the purpose Generating and Developing Ideas
identify those most appropriate for the purpose for the purpose 1.2 generate and focus ideas for potential
Research Research writing tasks, using several different strategies 1.2 generate, expand, explore, and focus ideas
Research 1.3 gather information to support ideas for 1.3 gather information to support ideas for and print, electronic, and other resources, as for potential writing tasks, using a variety of
1.3 gather information to support ideas for writing, using a variety of strategies and a wide appropriate (e.g., complete a K-W-L chart to strategies and print, electronic, and other
writing, using a variety of strategies and
writing, using a variety of strategies and a range of print and electronic sources (e.g., focus an enquiry about an identified topic; resources, as appropriate (e.g., free write or
range of print and electronic resources (e.g., a wide range of print and electronic produce a plan and timeline for carrying out participate in a small group discussion to consult a writing journal to evolve or focus a
identify the steps required to gather resources (e.g., use a timeline to organize research tasks; interview people with generate ideas for an opinion piece;2 identify topic for a narrative; identify and rank focus
information; interview people with knowledge research tasks; interview people with knowledge of the topic; identify and use key words to focus and guide electronic questions for further investigation; brainstorm
of the topic; identify and use graphic and knowledge of the topic; identify and use graphic and multimedia resources; record research; use different types of questions – in a small group to create a list of potential
multimedia resources; record sources used and appropriate graphic and multimedia sources used and information gathered in a prediction, probability, possibility, and topics and questions for enquiry; conduct an
information gathered in a form that makes it resources; record sources used and information form that makes it easy to understand and speculation – to deepen understanding of a electronic search for information on an author
easy to understand and retrieve retrieve) specific topic) for a class project; summarize and paraphrase
gathered in a form that makes it
information and ideas in point-form notes; use
Classifying Ideas easy to understand and retrieve) Classifying Ideas Research formal debate strategies to explore ideas prior
1.4 sort and classify information for their 1.4 sort and classify ideas and information for to research)
writing in a variety of ways that allow them to Classifying Ideas their writing in a variety of ways that allow 1.3 locate and select information to support
view information from different perspectives 1.4 sort and classify ideas and information them to manipulate information and see ideas for writing, using several different Research
and make connections between ideas (e.g., by for their writing in a variety of ways different combinations and relationships in strategies and print, electronic, and other
underlining or highlighting key words or their data (e.g., by using electronic graphic resources, as appropriate (e.g., create a 1.3 locate and select information to
that allow them to manipulate information research plan and track their progress using a appropriately support ideas for writing, using a
phrases; by using a graphic organizer such as a organizers, tables, charts)
fishbone chart, a T-chart, or an and see different combinations and print template; identify a variety of sources variety of strategies and print, electronic, and
“Agree/Disagree” chart) relationships in their data (e.g., by Organizing Ideas needed to research the topic, including both other resources, as appropriate (e.g., create a
underlining or highlighting key words or 1.5 identify and order main ideas and primary and secondary sources; conduct research plan and track their progress using a
Organizing Ideas phrases; by using a graphic organizer supporting details and group them into units interviews with community members, experts research portfolio; identify a range of sources
1.5 identify and order main ideas and such as a “Plus/Minus/Interesting” chart) that could be used to develop a summary, a on a topic, or witnesses to an event; use in school or public libraries and on the Internet
supporting details and group them into units debate, or a report of several paragraphs, using keyword searches and other browsing that will provide the most appropriate
that could be used to develop a structured, a variety of strategies (e.g., making jot notes; strategies to locate appropriate sources, information for an assignment; interview family
multi-paragraph piece of writing, using a Organizing Ideas making sketch board outlines of a procedure or information, and terminology in online library and community members, experts, or witnesses
variety of strategies (e.g., making outlines, 1.5 identify and order main ideas and series of events) and organizational patterns catalogues, general encyclopaedias, and to events; use keyword searches and other
writing notes, filling in a ranking grid) and supporting (e.g., combined/multiple orders such as order dictionaries; summarize/paraphrase research browsing strategies to locate a range of
organizational patterns (e.g., order of details and group them into of importance and cause and effect) notes on index cards; record all sources of periodical and e-book information in online
importance) units that could be used to develop a information in a list of works cited or databases; accurately record page references
Review references, observing conventions for proper for information from primary sources; record
multi-paragraph piece of writing, using
Review 1.6 determine whether the ideas and documentation and full acknowledgement of all sources of information in a list of works
1.6 determine whether the ideas and a variety of strategies (e.g., making jot information they have gathered are relevant, sources and extracts, in recognition of the cited or references, observing conventions for
information they have gathered are relevant, notes; grouping according to key words; appropriate, and sufficiently specific for the need to credit original authors and promote proper documentation and full
appropriate, and adequate for the purpose, making charts; drawing webs) and purpose, and do more planning and research if academic honesty; use a detailed template to acknowledgement of sources and extracts, in
and do more research if necessary (e.g., review organizational necessary (e.g., check for depth and breadth evaluate sources and information for recognition of the need to credit original
information critically with a friend using a patterns (e.g., combined/ of coverage of the topic) reliability and accuracy; use criteria authors and promote academic honesty; use a
concept map, checklist, or flowchart) multiple orders such as comparison developed in small groups to select detailed template to evaluate sources and
and cause and effect) appropriate information) information for reliability, accuracy, currency,
and relevance to the topic; discuss the
Organizing Ideas information selected, the progress of their
Review research to date, and new sources to consider
1.6 determine whether the ideas and 1.4 identify, sort, and order main ideas and with the teacher or teacher-librarian)
information supporting details for writing tasks, using
they have gathered are relevant, several different strategies and organizational Organizing Ideas
patterns suited to the content and purpose for
appropriate, and sufficiently specific for writing (e.g., use a point-form outline to 1.4 identify, sort, and order main ideas and
the purpose, and do more research if organize content for writing ; 3 organize a supporting details for writing tasks, using a
necessary (e.g., check for errors or omissions series of paragraphs for an opinion piece; 4 variety of strategies and organizational
in information using a T-chart) use a storyboard to establish the sequence for patterns suited to the content and the purpose
a film or stage adaptation of a literary work; for writing (e.g., use a clear statement of their

Page 11 of 21

2. Using Knowledge of Form and Style in
Writing
Form
2.1 write longer and more complex texts using
a wide range of forms (e.g., an
“autobiography” in the role of a historical or
contemporary person, based on research; a
journalist’s report on a real or imagined event
for a newspaper or a television news broadcast;
an explanation of the principles of flight; an
argument in support of one point of view on a
current global issue affecting Canadians; a
made-up legend or fantasy, based on themes
from their reading, to entertain younger
children)
Voice
2.2 establish a distinctive voice in their writing material studied; a mystery story modelled
appropriate to the subject and audience (e.g., on the structures and conventions of the genre)
use punctuation, dialogue, and vivid language
to create a particular mood or tone)
Word Choice
2.3 use some vivid and/or figurative language
and innovative expressions to enhance interest audience (e.g., use language that
(e.g., strong verbs; concrete, specific nouns;
unusual adjectives; unexpected word order)
Teacher prompt: “Identify three language
choices you have made and explain the effect
they will have on a reader.”
2. Using Knowledge of Form and Style in
Writing
Form
2.1 write complex texts of different lengths
using a wide range of forms (e.g., a
description of the procedure for growing
rice or coffee; an explanation of multiple
ways to solve a mathematical problem
or investigation; an argument stating the
opposing points of view on a community
issue, including the response of each side
to the points made by the other side, for
a class/school debate, or to report on the
debate in a newsletter; a fictional narrative
about a historical event to dramatize
Voice
2.2 establish a distinctive voice in their
writing appropriate to the subject and
communicates
their “stance”or point of view on
an issue and identify the words and/or
phrases that help them achieve this goal)
2. Using Knowledge of Form and Style in
Writing
Form
2.1 write complex texts of a variety of lengths
using a wide range of forms (e.g., a memoir of
a significant Canadian; a report comparing the
economies of two nations and explaining how a
new industry might affect each nation’s
economy; briefing notes for an oral debate
outlining both sides of an argument, including
appeals to both logic and emotion; a narrative
in the style of a particular author, adding to or
extending a text by that author; an original
satirical, science-fiction, or realistic fiction
piece modeled on the structures and
conventions of the genre; a free verse or
narrative poem, or a limerick)
Voice
2.2 establish a distinctive voice in their writing (e.g., use formal language and a polite tone in
appropriate to the subject and audience, (e.g., a letter to the editor, and informal language
use emotive language to persuade the
audience to share their feelings, and explain
the effect they think it will have on the
audience)
Word Choice
2.3 regularly use vivid and/or figurative
language and innovative expressionsin their
writing (e.g., adjective phrases: The car with
the fluorescent red racing stripe; adverb
use a cause-and-effect chart to organize ideas
for an analysis of a character’s motivations
and behaviour; work with several classmates
to develop headings and group data for a
textual analysis; use a concept-mapping
software program to move from a concept map
to a writing outline ; 5 experiment with one or
more organizational patterns to connect and
order free-associated images for a poem)
Reviewing Content
1.5 determine whether the ideas and
information gathered are relevant to the topic,
sufficient for the purpose, and meet the
requirements of the writing task (e.g.,
visualize or perform the steps in a procedure
to check for relevance and completeness;
highlight the words in paragraphs that reflect
or are linked to key words in the thesis)
2. Using Knowledge of Form and Style in
Writing
Form
2.1 write for different purposes and audiences
using several different literary, informational,
and graphic forms (e.g., a supported opinion
essay about a school issue for the class
newspaper; a comic strip based on a scene
from a short story for young children; text for
trading cards of mythological figures to share
with friends; a poem inspired by a descriptive
passage in a short story)
Voice
2.2 establish an identifiable voice in their
writing, modifying language and tone to suit
the form, audience, and purpose for writing
and an emphatic or humorous tone in a blog;
vary the tone and diction for brief in-role
messages of congratulation from a student, a
parent, and a politician)
Diction
2.3 use appropriate descriptive and evocative
words, phrases, and expressions to make their
writing clear and vivid for their intended
topic or thesis to highlight the main points they
plan to cover in a persuasive magazine article;
identify appropriate classification categories
and use them to itemize the characteristics of
a protagonist in a story or play; use a cause-
and-effect chart to organize an argument for
an essay; develop an extended metaphor as a
prompt for writing a poem; use a web diagram
to show how quotations from a text support
their argument in an opinion piece; classify
images from song lyrics for a music review; use
a timeline to trace the development of a tragic
hero for an in-class essay)
Reviewing Content
1.5 determine whether the ideas and
information gathered are relevant to the topic,
accurate, and complete and appropriately
meet the requirements of the writing task
(e.g., verify information in another source;
review supporting quotations to ensure that
they accurately illustrate the intended point;
use a checklist to ensure that all main points
are adequately supported)
2. Using Knowledge of Form and Style in
Writing
Form
2.1 write for different purposes and audiences
using a variety of literary, graphic, and
informational forms (e.g., a speech to
persuade their peers to take action on an issue;
a myth or updated fairy tale for young
children; a review of a music CD or a song to
be shared with the class; the cover for a
“talking books”CD for a senior; a biography
about a family member)
Voice
2.2 establish a distinctive voice in their
writing, modifying language and tone skilfully
to suit the form, audience, and purpose for
writing (e.g., rewrite a story by a favourite
author, adopting the point of view and voice of
a character other than the original narrator, or
of an entirely new character; use a formal,
impersonal voice in an essay to communicate
their intention to maintain objectivity; use
imagery that reveals or reflects their mood or
attitude in a lyrical free verse poem)
Diction
2.3 use appropriate descriptive and evocative
Page 12 of 21
Sentence Fluency
2.4 create complex sentences by combining
phrases, clauses, and/or simple sentences
(e.g., combine several simple sentences –
“Nora left the house. She was heading for the
market. She didn’t want to be late.” – to
create a complex sentence – “Not wanting to
be late, Nora left the house and headed for the
market.”)
Point of View
2.5 identify their point of view and other
possible points of view; determine, when
appropriate, if their own view is balanced and
supported by the evidence; and adjust their
thinking and expression if appropriate (e.g.,
revise writing focusing on the use of inclusive
language, such as police officer instead of
policeman)
Preparing for Revision
2.6 identify elements in their writing that need
improvement, selectively using feedback from
the teacher and peers, with a focus on
supporting details and precise language (e.g.,
identify one main idea that is poorly supported;
identify three sentences that would be clarified
by adding an adjective or adverb) Teacher
prompt: “How can you determine which parts
of your work need further clarification?”
Revision
2.7 make revisions to improve the content,
clarity, and interest of their written work,
using a variety of strategies (e.g., use arrows
or make notes to identify text that needs to be
moved; use sticky notes to indicate insertions;
use underlining to focus on overworked words;
add or substitute words and phrases that
would make their writing more vivid; use
figurative language such as similes and
personification and rhetorical devices such as
exaggeration to achieve particular effects;
adjust sentence length, type, and complexity
to suit the audience and purpose; check that
language is inclusive and non-discriminatory)
Teacher prompt: “Can you use short, abrupt
sentences to add drama to your writing?”
Producing Drafts
2.8 produce revised draft pieces of writing to
meet identified criteria based on the
expectations (e.g., adequate development of
information and ideas, logical organisation, Producing Drafts
appropriate use of form and style, appropriate
2.8 produce revised draft pieces of writing
use of conventions)
to meet identified criteria based on the
expectations (e.g., adequate development
of information and ideas, logical organization,
Word Choice
2.3 regularly use vivid and/or figurative
language and innovative expressions
in their writing (e.g., a wide variety of
adjectives and adverbs; similes, metaphors,
and other rhetorical devices such as
exaggeration or personification.
Sentence Fluency
2.4 vary sentence structures to give their
writing rhythm and pacing by using a
variety of connecting and/or introductory
words and phrases (e.g., however,
for example, therefore, as a result) to help
combine short, simple sentences into
longer, more complex sentences
Point of View
2.5 identify their point of view and other
possible points of view, evaluate
other points of view, and find ways
to acknowledge other points of view,
if appropriate.
Preparing for Revision
2.6 identify elements in their writing that
need improvement, selectively using
feedback from the teacher and peers,
with a focus on voice, diction, and an
effective beginning and ending
Revision
2.7 make revisions to improve the content,
clarity, and interest of their written work,
using a variety of strategies (e.g., use
margin notes or sticky notes while rereading
to record ideas for additions or changes; add
or substitute words and phrases, including
vocabulary from other subjects; use rhetorical
devices such as understatement to
achieve particular effects; adjust sentence
length, type, and complexity to suit the
audience and purpose; use patterns such as
repetition of key phrases for emphasis and
to engage the attention of the audience)
phrases: He walked with the gait of a sailor;
specialized vocabulary and terminology;
analogies and idioms) Teacher prompt:
“Identify three language choices you have
made and explain the effect they will have on a
reader.”
Sentence Fluency
2.4 vary sentence types and structures for
different purposes (e.g., to alter the pace or
mood), with a focus on using a range of relative
pronouns (e.g., who, which), subordinate
conjunctions (e.g., whenever, because,
although), and both the active and passive
voice
Point of View
2.5 identify their point of view and other
possible points of view, evaluate other points
of view, and find ways to respond to other
points of view, if appropriate
Teacher prompt: “How can you address in your voices are missing that it would be
writing the questions that would come from
others who hold a different point of view?
Preparing for Revision
2.6 identify elements in their writing that need
improvement, selectively using feedback from
the teacher and peers, with a focus on depth of Revision
content and appropriateness of tone Teacher
prompts: “Are there any key ideas that are
missing or need more explanation?” “Does your
writing have an identifiable tone (e.g.,
sincerity, humour, horror, irony, pathos)? Is
the tone appropriate to the subject matter?
Does it accurately reflect your point of view?”
Revision
2.7 make revisions to improve the content,
clarity, and interest of their written work,
using a variety of strategies(e.g., use sticky
notes while rereading to record questions and
ideas; cut and paste to improve logic of
organization; add or substitute words and
phrases, including vocabulary from other
subject areas; use idioms, figurative language, 2.7 produce revised drafts of both simple and
and rhetorical devices such as analogy to
achieve particular effects; adjust sentence
length, type, and complexity to suit the
audience and purpose; use pat- terns such as
repetition with variations to emphasize
important points and hold the attention of the style, appropriate use of conventions)
audience) Teacher prompt: “Could you use
two different sentence lengths and patterns to
highlight the two points of view in your
argument?”
Producing Drafts
2.8 produce revised draft pieces of writing to
audience (e.g., use peer slang in a morning
announcement; select words that sound like
the things they describe [onomatopoeia] to
reinforce an idea or impression)
Sentence Craft and Fluency
2.4 write complete sentences that
communicate their meaning clearly and
accurately, varying sentence type, structure,
and length for different purposes and making
logical transitions between ideas (e.g., use a communicate their meaning clearly and
variety of simple, complex, and compound
sentences to add interest and improve the
flow of their writing )
Critical Literacy
2.5 explain how their own beliefs, values, and phrases and adjectival and adverbial clauses to
experiences are revealed in their writing (e.g., add details and/or qualifying information;
analyse their writing to determine whether
appropriate to include; use peer feedback to
identify relevant ideas or opinions that have
not been considered in the text)
2.6 revise drafts to improve the content,
organization, clarity, and style of their written written from a different viewpoint and identify
work, using a variety of teacher-modelled
strategies (e.g., add examples to support the
main idea; remove irrelevant or confusing
details; insert appropriate connecting words at assess whether they have represented the
the beginning of paragraphs in a series to
signal continuity of thought and relationships
between ideas; reorder events in a news
article to emphasize the most important facts
and ideas )
Producing Drafts
complex texts written to meet criteria
identified by the teacher, based on the
curriculum expectations (e.g., adequate
development of information and ideas, logical
organization, appropriate use of form and
words, phrases, and expressions to make their
writing clear, vivid, and interesting for their
intended audience (e.g., identify concrete,
specific words they can use to depict objects
and events vividly and with exactness; identify
long-winded expressions they can replace with
more concise language )
Sentence Craft and Fluency
2.4 write complete sentences that
accurately, varying sentence type, structure,
and length to suit different purposes and
making smooth and logical transitions between
ideas (e.g., use a variety of sentence
structures, including compound complex
sentences; use prepositional and participial
insert rhetorical questions for emphasis in an
argumentative essay; insert a sentence
fragment to interrupt the flow in a paragraph
for effect; use subject-verb inversion to vary
sentence rhythm)
Critical Literacy
2.5 explain how their own beliefs, values, and
experiences are revealed in their writing (e.g.,
compare their writing on a topic with a piece
and explain the differences; write in-role to
support an opinion with which they personally
disagree and use feedback from a partner to
position fairly)
Revision
2.6 revise drafts to improve the content,
organization, clarity, and style of their written
work, using a variety of teacher-modelled
strategies (e.g., reinforce a mood or feeling by
sharpening the focus of the imagery and other
rhetorical devices in a poem or short story;
identify and remove redundancies and clarify
or expand supporting details; rearrange ideas
to improve parallel structure in a comparison
and contrast essay)
Producing Drafts
2.7 produce revised drafts of texts, including
increasingly complex texts, written to meet
criteria identified by the teacher, based on the
curriculum expectations (e.g., adequate
development of information and ideas, logical
organization, appropriate use of form and
Page 13 of 21

3. Applying knowledge of Language conventions 3. Applying knowledge of Language conventions 3. Applying knowledge of Language conventions 3. Applying knowledge of Language conventions 3. Applying knowledge of Language conventions
and Presenting written work effectively and Presenting written work effectively
Spelling Familiar Words
3.1 spell familiar words correctly (e.g., words
from their oral vocabulary, anchor charts, and
shared-, guided-, and independent- reading
texts; words used regularly in instruction across
the curriculum)
Spelling Unfamiliar Words
3.2 spell unfamiliar words using a variety of
strategies that involve understanding sound-
symbol relationships, word structures, word
meanings, and generalizations about spelling
(e.g., orally emphasize hard-to-hear sounds in
difficult, complex words: Feb-ru-ar-y; leave
unknown letters/letter clusters blank to solve
after having spelled the familiar parts of a
word; visualize a known word that is like the
“problem” word; apply rules for forming plurals
to unfamiliar words)
Vocabulary
3.3 confirm spellings and word meanings or
word choice using a variety of resources
appropriate for the purpose (e.g., locate entry
words, multiple meanings, pronunciation
guides, charts of spellings of sounds, inflected
forms, suffixes and prefixes, primary and
secondary stresses, different pronunciations,
idioms, and homographs in online and print
dictionaries; use thematic dictionaries such as
a word game dictionary or a homonym
dictionary; use a thesaurus to explore alter-
native word choices)
Punctuation
3.4 use punctuation appropriately to
communicate their intended meaning in longer
and more complex sentences, with a focus on
the use of: commas to separate words in a list
or after an introductory word or phrase;
quotation marks in dialogue; and some uses of
the colon, semi-colon, and brackets
appropriate use of form and style,
appropriate use of conventions)
and Presenting written work effectively
Spelling Familiar Words
3.1 spell familiar words correctly (e.g., words
from their oral vocabulary, anchor charts,
and shared-, guided-, and independent reading
texts; words used regularly in
instruction across the curriculum)
Spelling Unfamiliar Words
3.2 spell unfamiliar words using a variety
of strategies that involve understanding
sound-symbol relationships, word structures,
word meanings, and generalizations
about spelling (e.g., write words syllable
by syllable; sort words by visual patterns;
highlight tricky letters or groups of letters;
cluster root words and related forms:
beauty, beautiful, beautician; apply
knowledge of vowel and consonant patterns
and rules for forming possessives,
contractions, and plurals)
Vocabulary
3.3 confirm spellings and word meanings
or word choice using a variety of
resources appropriate for the purpose
(e.g., locate syllables, stress patterns,
inflected forms, multiple meanings, and
information about word origins in online
and print dictionaries, including thematic
dictionaries such as a medical dictionary,
bilingual dictionary, or dictionary of
idioms; use a thesaurus to explore
alternative word choices)
Punctuation
3.4 use punctuation appropriately to
communicate
meet identified criteria based on the style, appropriate use of conventions)
expectations (e.g., adequate development of
information and ideas, logical organization,
appropriate use of form and style, appropriate
use of conventions)
and Presenting written work effectively and Presenting written work effectively
Spelling Familiar Words Spelling Spelling
3.1 spell familiar words correctly (e.g., words
from their oral vocabulary, anchor charts, and 3.1 use knowledge of spelling rules and 3.1 use knowledge of spelling rules and
shared-, guided-, and independent- reading patterns, several different types of resources, patterns, a variety of resources, and
and appropriate strategies to spell familiar and appropriate strategies to recognize and correct
texts; words used regularly in instruction
across the curriculum) new words correctly (e.g., keep lists of their own and others’ spelling errors (e.g.,
academic vocabulary and course-specific spell correctly specific historical, academic,
Spelling Unfamiliar Words literary terms; identify distinct styles for and literary terms used in course materials;
3.2 spell unfamiliar words using a variety of spellings and abbreviations associated with relate spelling patterns to word origin and
strategies that involve understanding sound- specific media and/or audiences, such as meaning by examining the linguistic roots of
symbol relationships, word structures, word texting language; 9 use computer spell-check words; maintain a list of words with
meanings, and generalizations about spelling programs; use understanding of sound-symbol “trick”spellings; use print and electronic
(e.g., orally emphasize differences in easily relationships, word structures, word spelling resources and knowledge of some
confused words: affect/effect, meanings,and generalizations about spelling to international spelling variations to check
technicality/technically; compare complicated identify and correct misspellings) accuracy and select preferred
words to words with known letter patterns; “Canadian”spellings where appropriate; use
use knowledge of the history of a word to help Vocabulary understanding of sound-symbol relationships,
spell it: sheep herder/shepherd; use word structures, word meanings, and
knowledge of familiar words to spell technical 3.2 build vocabulary for writing by confirming generalizations about spelling to identify and
word meaning(s) and reviewing word choice,
terms) correct misspellings)
using several different types of resources and
Vocabulary strategies, as appropriate for the purpose Vocabulary
3.3 confirm spellings and word meanings or (e.g., refer to classroom word walls; 10 keep a
word choice using a wide variety of resources personal list of noteworthy new words and 3.2 build vocabulary for writing by confirming
appropriate for the purpose (e.g., locate entry phrases encountered in texts; keep a personal word meaning(s) and reviewing and refining
words, pronunciation keys, prefixes, and list of common prefixes and suffixes and word choice, using a variety of resources and
effective words and phrases; use a dictionary strategies, as appropriate for the purpose
information about word origins in online and
print dictionaries, including thematic or thesaurus to find alternative words; (e.g., find specialized or academic vocabulary
dictionaries such as a dictionary of synonyms, confirm meaning by examining roots, prefixes, in reference resource materials to replace
antonyms, and homonyms, a science and suffixes; 11 use new words in their writing vague or inaccurately used words; maintain a
dictionary) that they encounter through reading list of examples of technical terms and media
extensively and intensively) phrases with their uses in various contexts;
Punctuation maintain a list of homonyms, with their
Punctuation
3.4 use punctuation appropriately to different meanings and uses in context; use a
communicate their intended meaning in more dictionary to find the etymology of unfamiliar
complex writing forms, including forms specific 3.3 use punctuation correctly to communicate words in a history or science article)
to different subjects across the curriculum, their intended meaning (e.g., use final
with a focus on the use of: commas to separate punctuation appropriate to the sentence type; Punctuation
introductory phrases from the main part of a use quotation marks for dialogue and direct
sentence and to separate words, phrases, and quotations, including quotations from 3.3 use punctuation correctly and appropriately
published sources; use commas to separate to communicate their intended meaning (e.g.,
clauses in a series; quotation marks to
distinguish words being discussed as words and words or items in a list and in dates and use the semicolon to separate independent
to indicate titles; ellipses (...) and dashes to addresses, and to clarify relationships clauses and items in a list that contain sublists
Page 14 of 21
Grammar their intended meaning in
3.5 use parts of speech correctly to more complex writing forms, including
communicate their meaning clearly, with a forms specific to different subject areas,
focus on the use of: personal subject and
with a focus on the use of: periods after
object pronouns (e.g., I, me) indefinite
pronouns (e.g., someone, nobody); initials, in abbreviations, and in decimal
conjunctions; subordinate clauses; adverb numbers; parentheses; punctuation to
phrases; and present, past, and future verb indicate intonation, pauses, or gestures
tenses
Grammar
Proofreading
3.5 use parts of speech correctly to
3.6 proofread and correct their writing using
guidelines developed with peers and the communicate
teacher (e.g., an editing checklist specific to their meaning clearly, with a
the writing task) focus on the use of: relative pronouns
(e.g., who, whose, which, that); prepositions,
Publishing
including prepositional phrases;
3.7 use a range of appropriate elements of
adjectives; conjunctions; adverbs; present,
effective presentation in the finished product,
including print, script, different fonts, past, and future verb tenses; present
graphics, and layout (e.g., use legible printing and past participles (e.g., I am reading,
and cursive writing; include photographs or I have read)
magazine pictures and a map in a travel
brochure; include an index to help the reader
Proofreading
find specific information in a report; supply a
3.6 proofread and correct their writing
table of contents)
using guidelines developed with peers
Producing Finished Works and the teacher (e.g., an editing checklist
3.8 produce pieces of published work to meet specific to the writing task)
identified criteria based on the expectations
(e.g., adequacy of information and ideas, logic Publishing
and effectiveness of organization, effective use 3.7 use a wide range of appropriate elements
of form and stylistic elements, appropriate use
of effective presentation in the finished
of conventions, effective presentation)
product, including print, script, different fonts,
graphics, and layout (e.g., use legible
printing and cursive writing; supply a timeline;
supply captions and text boxes to
accompany the photographs in a photo
essay; use a bulleted or point-form layout
in a summary of key points for a debate)
Producing Finished Works
3.8 produce pieces of published work to
meet identified criteria based on the
expectations (e.g., adequacy of information
and ideas, logic and effectiveness of
organization, effective use of form and
stylistic elements, appropriate use of
conventions, effective presentation)
indicate sentence breaks, ambiguities, or
parenthetical statements
Grammar
3.5 use parts of speech correctly to
communicate their meaning clearly, with a
focus on subject/verb agreement and the use
of nouns, pronouns, adjectives, adverbs, and
prepositions
Proofreading
3.6 proofread and correct their writing using
guidelines developed with peers and the
teacher (e.g., an editing checklist specific to
the writing task)
Publishing
3.7 use a wide range of appropriate elements
of effective presentation in the finished
product, including print, script, different fonts,
graphics, and layout (e.g., use legible printing
and cursive writing; use an imaginative text
layout, drawings, and a table of contents in a
class poetry anthology for the school library;
use a spreadsheet to display detailed specific
information)
Producing Finished Works
3.8 produce pieces of published work to meet
identified criteria based on the expectations
(e.g., adequacy of information and ideas, logic
and effectiveness of organization, effective
use of form and stylistic elements, appropriate including print and script, fonts, graphics, and
use of conventions, effective presentation)
between words and phrases in a sentence)
Grammar
3.4 use grammar conventions correctly to
communicate their intended meaning clearly
(e.g., construct phrases and clauses and
arrange them appropriately to write complete
and correct simple, compound, complex, and
compound complex sentences; identify and
correct a variety of sentence errors, such as
sentence fragments, comma splices, and run-
on sentences; consistently make subject and
verb agree and use appropriate verb tenses;
consistently make pronouns agree
with their antecedents)
Proofreading
3.5 proofread and correct their writing, using
guidelines developed with the teacher and
peers (e.g., consult print and electronic
references to check spelling; develop and use
a checklist specific to the writing task; with a
partner, read work aloud to check for clarity
and interest)
Publishing
3.6 use several different presentation features,
layout, to improve the clarity and coherence of
their written work and to engage their
audience (e.g., select striking computer
graphics and fonts to heighten the impact of a
news article; select images or unusual fonts or
other design features for a title page to
reflect or foreshadow the content of a story;
use design elements such as columns,
headlines, and visuals to create an arresting
front page for a class newspaper)
Producing Finished Works
3.7 produce pieces of published work to meet organization, appropriate use of form and
criteria identified by the teacher, based on the style, appropriate use of conventions)
curriculum expectations (e.g., adequate
development of information and ideas, logical
organization, appropriate use of form and
style, appropriate use of conventions)
separated by commas; use underlining or italics
to indicate book titles; use quotation marks to
indicate titles of shorter works)
Grammar
3.4 use grammar conventions correctly and
appropriately to communicate their intended
meaning clearly and fluently (e.g., construct a
variety of phrases and clauses and arrange
them appropriately to write complete and
correct simple, compound, complex, and
compound-complex sentences; select verb
tenses appropriate to the particular context;
make subjects and verbs agree; make pronouns
agree with their antecedents)
Proofreading
3.5 proofread and correct their writing, using
guidelines developed with the teacher and
peers (e.g., consult print and electronic
resources to ensure that words with more than
one connotation are used appropriately in the
context; discuss with a partner how to correct
identified problems)
Publishing
3.6 use a variety of presentation features,
including print and script, fonts, graphics, and
layout, to improve the clarity and coherence of
their work and to heighten its appeal for their
audience (e.g., format written work to meet
the requirements of a particular publication;
use an engaging design and layout for an
anthology of their poetry; choose appropriate
fonts and design an eye-catching layout for the
front and back covers of a teen magazine)
Producing Finished Works
3.7 produce pieces of published work to meet
criteria identified by the teacher, based on the
curriculum expectations (e.g., adequate
development of information and ideas, logical
Page 15 of 21
4. Reflecting on Writing Skills and Strategies
Metacognition
4.1 identify a variety of strategies they used
before, during, and after writing, explain
which ones were most helpful, and suggest
further steps they can take to improve as
writers Teacher prompts: “How did the
sources you used allow you to generate a
balanced selection of ideas?” “How do you use
your writer’s notebook to help you during the
writing process?”
Interconnected Skills
4.2 describe how their skills in listening,
speaking, reading, viewing, and representing
help in their development as writers Teacher
prompts: “What do you know about different
media texts that might help when you are
writing?” “In what way do you think that the
reading you do helps you as a writer? Can you
give an example?”
Portfolio
4.3 select pieces of writing that they think
reflect their growth and competence as writers
and explain the reasons for their choices
Media Literacy
At the end of year 7, students should be able
to:
-demonstrate an understanding of a variety of
media texts;
-identify some media forms and explain how
the conventions and techniques associated with the conventions and techniques associated with
them are used to create meaning;
-create a variety of media texts for different purposes
purposes and audiences, using appropriate
forms, conventions, and techniques;
4. Reflecting on Writing Skills and Strategies
Metacognition
4.1 identify a variety of strategies they
used before, during, and after writing,
explain which ones were most helpful,
and suggest future steps they can take
to improve as writers (e.g., use a three column monitor the writing process: What I
reflection journal to monitor the
writing process: What I did/What I
learned/How I can use it)
Interconnected Skills
4.2 describe how their skills in listening,
speaking, reading, viewing, and
representing help in their development
as writers
Portfolio
4.3 select pieces of writing that they think
reflect their growth and competence
as writers and explain the reasons for
their choices
Media Literacy
At the end of year 8, students should be able
to:
-demonstrate an understanding of a variety of
media texts;
-identify some media forms and explain how
them are used to create meaning;
-create a variety of media texts for different
and audiences, using appropriate forms,
4. Reflecting on Writing Skills and Strategies 4. Reflecting on Writing Skills and Strategies
Metacognition Metacognition
4.1 identify a variety of strategies they used
before, during, and after writing, explain which 4.1 describe several different strategies they
ones were most helpful, and suggest future used before, during, and after writing; explain
which ones they found most helpful; and
steps they can take to improve as writers (e.g.,
use a three-column reflection journal to identify several specific steps they can take to
improve as writers (e.g., keep a log of
learned/How I learned it/How I can use it) everything they do when they begin a writing
Teacher prompt: “Explain how you used your task; describe the place where they like to
writer’s notebook/journal to help you identify write; explain how they find quotations to
your strengths as a writer and your next steps support their writing)
for writing.”
Interconnected Skills
Interconnected Skills
4.2 describe how their skills in listening, 4.2 identify several different skills they have in
speaking, reading, viewing, and representing listening, speaking, reading, viewing, and
help in their development as writers representing and explain how the skills help
Teacher prompts: “How does assuming the them write more effectively (e.g., read their
writing into a tape-recorder and listen to the
role of the reader of your own writing help you
revise your writing?” “How do you think playback as part of the editing process;
listening to oral texts has helped you become a explain how analysing a piece of Young Adult
better writer?” “How can reading texts from fiction by a favourite author helped them
different cultures improve your writing?” identify elements and approaches they could
experiment with in a story of their own)
Portfolio
Portfolio
4.3 select pieces of writing that they think
reflect their growth and competence as writers
and explain the reasons for their choice 4.3 select several examples of different types
of writing that they think most clearly reflect
their growth and competence as writers and
explain the reasons for their choice (e.g.,
compare a first draft to a later or final draft,
identify improvements they made, and explain
what they learned from the redrafting
process; compare the process for writing a
poem and a news report about the same event
and identify challenges they overcame during
the writing process for each form)
Media Literacy Media Literacy
At the end of year 9, students should be able At the end of year 10, students should be able
to: to:
-demonstrate an understanding of a variety of - demonstrate an understanding of a variety of
media texts; media texts
-identify some media forms and explain how -identify some media forms and explain how - identify some media forms and explain how
the conventions and techniques associated with the conventions and techniques associated with the conventions and techniques associated with
them are used to create meaning; them are used to create meaning; them are used to create meaning;
-create a variety of media texts for different -create a variety of media texts for different
purposes and audiences, using appropriate purposes and audiences, using appropriate
4. Reflecting on Writing Skills and Strategies
Metacognition
4.1 describe a variety of strategies they used
before, during, and after writing; explain
which ones they found most helpful; and
identify appropriate steps they can take to
improve as writers (e.g., explain the benefits
of sharing their brainstorming list with a
partner; identify the graphic organizers they
find most useful for organizing their writing
ideas and the characteristics that make them
useful; identify the proofreading technique or
tip they found most helpful)
Interconnected Skills
4.2 identify a variety of skills they have in
listening, speaking, reading, viewing, and
representing and explain how the skills help
them write more effectively (e.g., explain how
selecting graphics and designing a layout for a
poster strengthened the visualizing skills they
need to set the scene for a poem or story)
Portfolio
4.3 select a variety of examples of different
types of writing that they think reflect
significant advances in their growth and
competence as writers and explain the reasons
for their choice (e.g., identify work in which
they deliberately tried to include strong verbs
and concrete diction; explain how they used
real-life examples to add depth to their essay
about a societal issue)
Media Literacy
At the end of year 11, students should be able
to:
- demonstrate an understanding of a variety of
media texts;
- create a variety of media texts for different
purposes and audiences, using appropriate
Page 16 of 21
-reflect on and identify their strengths as
media interpreters and creators, areas for
improvement, and the strategies they found
most helpful in understanding and creating
media texts.
conventions, and techniques;
-reflect on and identify their strengths as
media interpreters and creators, areas for
improvement, and the strategies they found
most helpful in understanding and creating
media texts.
forms, conventions, and techniques;
-reflect on and identify their strengths as
media interpreters and creators, areas for
improvement, and the strategies they found
most helpful in understanding and creating
media texts.
forms, conventions, and techniques;
-reflect on and identify their strengths as
media interpreters and creators, areas for
improvement, and the strategies they found
most helpful in understanding and creating
media texts.
forms, conventions, and techniques;
- reflect on and identify their strengths as
media interpreters and creators, areas for
improvement, and the strategies they found
most helpful in understanding and creating
media texts.

1. Understanding Media Texts
Purpose and Audience
1.1 explain how a variety of media texts
address their intended purpose and audience
(e.g., T-shirts intended for sup- porters of
particular institutions, groups, or causes are
decorated with related images, logos, colours,
and slogans; CD and DVD covers designed to
appeal to young children have colourful images
of their favourite characters; advertisements
geared to parents of infants are broadcast
during the daytime whereas those geared to
single adults run during late-night
programming)
Making Inferences/Interpreting Messages
1.2 interpret media texts, using overt and
implied messages as evidence for their
interpretations (e.g., explain why the
advertisements used in a particular magazine
are appropriate for that magazine, identifying
the messages that would appeal to the
magazine’s audience; explain how
advertisements for healthy food and those for
fast food differ)
Teacher prompts: “Is there a connection
between the articles and the advertisements
used in a magazine?”
Responding to and Evaluating Texts
1.3 evaluate the effectiveness of the
presentation and treatment of ideas,
information, themes, opinions, issues, and/or
experiences in media texts (e.g., evaluate the
coverage of the same news item in a
newspaper article, a segment of a news
program, a website, and/or a blog; evaluate
the effectiveness with which themes are
developed, supported, and illustrated in a
movie or music video)
Teacher prompts: “You’ve told me that you
think this advertisement is very effective, but
that the other one is weak. Explain what
accounts for the success or failure of each.”
1. Understanding Media Texts 1. Understanding Media Texts 1. Understanding Media Texts 1. Understanding Media Texts
Purpose and Audience Purpose and Audience Purpose and Audience Purpose and Audience
1.1 explain how various media texts address 1.1 explain how a variety of media texts
their intended purpose and audience (e.g., this address their intended purpose and audience 1.1 explain how both simple and complex 1.1 explain how media texts, including
sports team uniform uses school colours and an (e.g., this stage production based on a popular media texts are created to suit particular increasingly complex texts, are created to suit
image of the school’s mascot to give the team novel uses music and lighting to enhance the purposes and audiences (e.g., both the feature particular purposes and audiences (e.g.,
a “brand” or “identity” to encourage fan original and appeal to its fans; this commercial articles and the advertisements in a women’s magazines include content and advertisements
loyalty; this music group’s web page uses for a sports car uses fast-paced editing and fashion magazine are designed to appeal to – to appeal to specific demographic groups;
electronic graphics and intense colours to rock music to appeal to the target audience – and influence – women’s sense of fashion and trailers or posters for action adventure movies
reflect the group’s style and to encourage fans young, single men and women) beauty, and to promote sales; a web page feature scenes and artefacts that appeal to a
to buy its new CD) Teacher prompts: “Why might a producer about skateboarding has both video clips that predominantly male audience )
Teacher prompt: “Why do companies and think that yet another version of this well- feature new and challenging jumps and links to
organizations consider it important to have a known story would attract a wide audience?” advertisers promoting the latest equipment) Interpreting Messages
logo that gives them an ’identity’ or ’brand’?” “What kind of driver is this car advertisement
designed to appeal to?” Interpreting Messages 1.2 interpret media texts, including
Making Inferences/Interpreting Messages increasingly complex texts, identifying and
1.2 interpret increasingly complex or difficult Making Inferences/Interpreting Messages 1.2 interpret simple and complex media texts, explaining the overt and implied messages they
media texts, using overt and implied messages 1.2 interpret increasingly complex or difficult identifying and explaining the overt and convey (e.g., the use of talking animals as
as evidence for their interpretations (e.g., media texts, using overt and implied messages implied messages they convey (e.g., explain characters in a TV program or on a website
identify the editorial positions of two as evidence for their interpretations (e.g., what the words, symbols, and images on a often signals an intention to appeal to children;
different newspapers by comparing the compare the cover- age of a lead story in a cereal box communicate about the cereal; in a fashion feature, models’ facial expressions
selection of stories and the composition of morning newspaper to the coverage of that explain what the title and cover art of a and body language, as well as the setting and
elements [photos, images, text] on their front story on the evening news; compare the order graphic novel communicate about the story and lighting of the photographs, create a mood or
pages; identify the themes in a contemporary in which news stories are reported on two its intended audience) attitude that is associated with the fashions
action movie or comedy and explain how these different television channels and suggest themselves )
themes contribute to the popularity of the reasons for the differences; compare the Evaluating Texts
film; explain how standards of beauty are treatment of a historical figure in a movie to Evaluating Texts
1.3 evaluate how effectively information,
established in advertising) his or her treatment in a print biography)
ideas, issues, and opinions are communicated 1.3 evaluate how effectively information,
Teacher prompts: “What are the differences Teacher prompts: “Did the newspaper and the
in both simple and complex media texts and ideas, issues, and opinions, are communicated
in the way these sources cover this event? television news program use the same lead
decide whether the texts achieve their in media texts, including increasingly complex
What do the differences tell you about each story? Why or why not? Did the different news
intended purpose (e.g., compare the film texts, and decide whether the texts achieve
news source?” “What standards of beauty are sources provide different information on the
adaptation of a novel to the novel itself and their intended purpose (e.g., determine
projected in movies and advertisements? How same topic? Did they take a different position?“
explain what is communicated more effectively whether they get more information about a
do these standards affect students?” “Which historical portrait is more convincing?
and less effectively by the film; explain how news story from a TV clip or a newspaper
More accurate? More interesting? Why?”
Responding to and Evaluating Texts the content, graphics, design, and layout of a report; determine how accurately an animated
1.3 evaluate the effectiveness of the Responding to and Evaluating Texts popular teen magazine contribute to its children’s film featuring animal
presentation and treatment of ideas, 1.3 evaluate the effectiveness of the success) “characters”depicts aspects of human
information, themes, opinions, issues, and/or presentation and treatment of ideas, societies)
Audience Responses
experiences in media texts (e.g., explain why information, themes, opinions, issues, and/or
Audience Responses
the editorial/photo essay in this e-zine did or experiences in media texts (e.g., explain how a 1.4 identify and explain different audience
did not convince you of its position; debate series of newspaper stories on a controversial responses to selected media texts (e.g., poll 1.4 explain why the same media text might
whether violence in televised professional issue captured and maintained their interest; friends and family members to gauge their prompt different responses from different
sporting events adds to or detracts from their explain the similarities and differences in the reactions to a movie trailer, and explain audiences (e.g., explain why seniors and teens

Page 17 of 21
Audience Responses appeal) treatment of a particular topic or theme in differences in their responses; explain might respond differently to a political speech;
1.4 explain why different audiences(e.g., boys, Teacher prompts: “How was this theme different media texts and evaluate the differences in male and female peers’ suggest reasons why not all their peers like the
girls, adults, seniors, various cultural groups) developed as the movie unfolded? Did the use relative effectiveness of the treatments; as a reactions to a music video) same type of music)
might have different responses to media texts of suspense enhance the effectiveness of the class, evaluate the media’s coverage of a
(e.g., movies, songs, websites, video games, message?” “Did this video game deliver the social or environmental issue over a two-week Critical Literacy Critical Literacy
items of clothing) excitement that was promised in the period)
Teacher prompts: “Why might many teenagers advertisement? What made it succeed/fail?” 1.5 identify the perspectives and/or biases 1.5 identify the perspectives and/or biases
respond differently from their parents to an “Do the sports you see on television affect your Audience Responses evident in both simple and complex media evident in media texts, including increasingly
election debate?” “Who do you think would be decision about participating in particular 1.4 explain why different audiences (e.g., with texts and comment on any questions they may complex texts, and comment on any questions
the most likely audience for a car magazine? An sports?” respect to gender, age, culture, race, income raise about beliefs, values, and identity (e.g., they may raise about beliefs, values, identity,
advertisement for a retirement residence? An level) might have different responses to a identify the characteristics that signal and power (e.g., explain the perspectives
investment brochure? An action-oriented video Audience Responses variety of media texts (e.g., predict how a Canadian content and interests in a Canadian evident in the covers of a selection of novels
game? A fashion magazine? A television science 1.4 explain why different audiences (e.g., with member of a particular age/gender/ ethno television program; explain the messages featured in the school’s English program;
special? A quiz show? Action figures? Explain respect to gender, age, nationality, cultural/socio-economic group might react to a conveyed through the depiction of gender roles comment on the point of view evident in a
your answers.” ability/disability income level) might have controversial article in a print or online news in popular music videos) television news story, identifying other possible
different responses to a variety of media texts magazine and give reasons for their prediction) points of view; analyse the text and images in a
Point of View (e.g., messages in chat rooms, television Teacher prompt: “Do you think all members of Production Perspectives major department store’s website to identify
1.5 identify whose point of view is presented in broadcasts of international news stories, a particular group would react the same way to groups and occupations that are represented
a media text, identify missing or alternative music, documentaries, clothing) this issue? Could an older person react the 1.6 explain how several different production, and those that are nowhere evident)
points of view, and, where appropriate, same way as a teenager? Why, or why not?” marketing, and distribution factors influence
determine whether the chosen view achieves a Point of View the media industry (e.g., explain why DVDs Production Perspectives
particular goal (e.g., identify biases in two 1.5 demonstrate understanding that different Point of View include trailers for first-run movies playing in
different media texts that focus on the same media texts reflect different points of view 1.5 demonstrate understanding that different local theatres; explain how a shopping mall is 1.6 explain how a variety of production,
topic or event; evaluate the portrayal of (e.g., compare pictures of the same character media texts reflect different points of view and designed and organized to influence marketing, and distribution factors influence
Aboriginal people in the media) and/or event in media texts aimed at that some texts reflect multiple points of view consumers) the media industry (e.g., suggest reasons why a
Teacher prompts: “What bias or stereo- types different audiences and identify the different (e.g., a television broadcast of a sports game film company is using the marketing strategies
can you detect in this advertisement? Can you perspectives represented) presents the views of fans, the announcers, revealed on its website to market a specific
think of reasons why this view of the subject is Teacher prompt: “What differences can you the sponsors, and the television network; new release; suggest reasons why particular
used? What does this advertisement achieve?” identify in the way the character is different media texts represent people of products are advertised in a specific magazine)
“Are there different portrayals of Aboriginal represented in the different texts? Which different age, gender, income level, or ethno
people in the media? How are they different? representation seems most/ least fair? Why? cultural background differently,
Why are they different? Which ones are most What explanation can you suggest for the communicating obvious or subtle messages that
accurate?” differences in the representations?” might indicate bias or stereotyping; different
points of view are often presented in a news
Production Perspectives Production Perspectives report of a conflict)
1.6 identify who produces various media texts, 1.6 identify who produces various media texts Teacher prompts: “What different groups are
the reason for their production, how they are and determine the commercial, ideological, represented in the text? Are the different
produced, and how they are funded (e.g., political, cultural, and/or artistic interests or groups treated differently? If so, how?” “In this
political parties create advertisements to win perspectives thatthe texts may involve (e.g., news report about a conflict between two
voter support, using funds raised by their films maybe classified as “artistic”, countries, does the reporter appear to favour
members and supporters; producers develop ”commercial”, “documentary”, and so on, one side over the other? Give evidence for your
television dramas to entertain and make money reflecting the different perspectives and view.”
by selling their products to television approaches they take; one magazine contains a
conglomerates, which then broadcast the majority of pieces offering a political Production Perspectives
programs to make money by selling advertising perspective, whereas another features various 1.6 identify who produces various media texts
spots in the programs’ time slots) pieces written from different perspectives) and determine the commercial, ideological,
Teacher prompts: “What are the different Teacher prompt: “Identify two or more political, cultural, and/or artistic interests or
professions that would be involved in producing perspectives evident on a cereal box. What perspectives that the texts may involve (e.g., a
a television commercial? How much would it makes these perspectives apparent? Are music company’s interest in a recording may
cost to produce? How could we find out? different kinds of graphics used for each? Are be different from that of the artist; the
there differences in the positioning of company that produces a video game and the
elements? Is one perspective more dominant game’s creator may have different views on
than the other? Explain why this might be the how the game should be promoted)
case.” Teacher prompt: ”How are commercial and
artistic interests reflected in the contents and
presentation of this CD by your favourite
group?” ”Explain how a more ideological
approach might affect the appeal of this
magazine for its current broad range of

Page 18 of 21

2. Understanding media forms and
conventions
Form
2.1 describe in detail the main elements of
some media forms (e.g., drama scripts: cast of
characters, description of setting, acts, scenes,
stage directions; television quiz shows:
host/hostess, contestants, prizes; magazines:
cover images and text, table of contents,
regular columns, feature articles,
advertisements)
Conventions and Techniques
2.2 identify the conventions and techniques
used in some familiar media forms and explain
how they help convey meaning and influence or
engage the audience (e.g., movie conventions:
in old-fashioned westerns, white and black
cowboy hats were used to identify “good” and
“bad” characters; movie techniques: freeze-
frame images, slow motion, theme music in
movies are used to communicate information
non-verbally, emphasize or prolong important
or appealing scenes, and maintain interest by
keeping the viewer wondering “what next?”)
Teacher prompt: “What visual clues are used
to identify ’good’ and ’bad’ characters in
movies and video games you have seen
recently?”
3. Creating Media Texts
Purpose and Audience
3.1 describe in specific detail the topic,
purpose, and audience for media texts they
plan to create, and identify challenges they
may face in achieving their purpose (e.g., a
review of a television program, film, piece of
art, or artistic performance to encourage
children or adults to see it)
Teacher prompt: ’’Why do you think it is
important for people to know about this topic?
Why might you need to be especially persuasive
to interest them in the topic?”
Form
3.2 identify an appropriate form to suit the
specific purpose and audience for a media text
they plan to create, and explain why it is an
appropriate choice (e.g., a mock television,
radio, or newspaper announcement to inform
students about a school-related issue)
Teacher prompt: “Which form do you think
would be most likely to help you reach your
2. Understanding media forms and
conventions
Form
2.1 explain how individual elements of various
media forms combine to create, reinforce,
and/or enhance meaning
Teacher prompt: ”Explain how different
elements of maps, such as colour (used to show
different topographical features) and legends
(used to show scale and compass orientation),
are used in combination to make maps
meaningful.” “Describe the interrelationship of
instrumentals, lyrics, and vocals in a favourite
song.”
Conventions and Techniques
2.2 identify the conventions and techniques
used in a variety of media forms and explain
how they help convey meaning and influence or
engage the audience (e.g., fashion magazine
conventions: fashion and cosmetics
advertisements are more prominent than
editorial content; fashion magazine
techniques: “themed” presentation of clothing
in photo spreads, dramatic modelling poses to
display novel features of the clothing)
Teacher prompts: “What does the placement
of the advertisements tell you about a
magazine?” “Identify different camera angles
used for the photographs in the advertisements
and explain their effect.”
3. Creating Media Texts
Purpose and Audience
3.1 explain why they have chosen the topic for
a media text they plan to create (e.g., a class
newspaper or pamphlet to inform parents
about the achievements and activities of
students in the class), and identify challenges
they may face in engaging and/or influencing
their audience
Teacher prompt: “Parents are very busy
people. What in your pamphlet will succeed in
capturing their attention?”
Form
3.2 identify an appropriate form to suit the
specific purpose and audience for a media text
they plan to create (e.g., a website or
multimedia presentation about a unit of study
to present research findings to the class), and
explain why it is an appropriate choice
Teacher prompt: “What makes this form an
effective way to present your message to this
readers.”
2. Understanding media forms and
conventions
Form
2.1 explain how individual elements of various
media forms combine to create, reinforce,
and/or enhance meaning (e.g., print
advertisements use text, images, colour,
different fonts, and different camera angles in
a seamless combination to create an effect)
Teacher prompt: ”Why do you think each of
these elements is included? How are the
elements combined to create a coherent
message?”
Conventions and Techniques
2.2 identify the conventions and techniques
used in a variety of media forms and explain
how they help convey meaning and influence or
engage the audience (e.g., website
conventions: home pages provide users with a
convenient preview of the types of information
available; website techniques: “sidebars” with
inviting audio/video elements entice viewers to
browse and explore new topics that might not
have been their first priority)
3. Creating Media Texts
Purpose and Audience
3.1 explain why they have chosen the topic for
a media text they plan to create (e.g., a poster
advertising a class fund-raising campaign to
appeal to local parent groups, businesses, or
service organizations), and identify challenges
they may face in engaging and/or influencing
their intended audience
Teacher prompt: “What are the challenges
involved in reaching each of these groups? How
can you appeal to all of the groups in a single
poster? If you were to develop three posters,
one for each of them, how would the posters
differ?”
Form
3.2 identify an appropriate form to suit the
purpose and audience for a media text they
plan to create (e.g., a multimedia presentation
about their class or grade, to be presented to Conventions and Techniques
parents during graduation ceremonies) and
3.3 identify several different conventions
explain why it is an appropriate choice
2. Understanding media forms and
conventions
Form
2.1 identify general characteristics of several
different media forms and explain how they
shape content and create meaning (e.g., a
billboard soft-drink ad presents a static image
suggesting the product’s thirst-quenching
qualities, while a television commercial links
the product to a lively, interactive social
situation)
Conventions and Techniques
2.2 identify several different conventions
and/or techniques used in familiar media forms
and explain how they convey meaning and
influence their audience (e.g., camera angles
and sound effects in films can create suspense
and evoke fear in the audience; headlines,
photographs, and captions in newspaper and
magazine layouts draw the reader’s attention
to particular stories)
3. Creating Media Texts
Purpose and Audience
3.1 describe the topic, purpose, and audience
for media texts they plan to create (e.g., a
video or photo collage to persuade peers to
participate in a favourite sport or club) and
identify specific challenges they may face in
achieving their purpose
Form
3.2 select a media form to suit the topic,
purpose, and audience for a media text they
plan to create, and explain why it is an
appropriate choice (e.g., explain why a video
would be more effective than a brochure to
present information about climate change to a
science class)
2. Understanding media forms and
conventions
Form
2.1 identify general and specific characteristics
of a variety of media forms and explain how
they shape content and create meaning (e.g.,
identify the features offered in an online
version of a newspaper that are not provided in
the print version, and vice versa; suggest what
type of content is appropriate for a podcast
and explain why)
Conventions and Techniques
2.2 identify conventions and/or techniques
used in a variety of media forms and explain
how they convey meaning and influence their
audience (e.g., the use of visual irony in
political cartoons; the use of symbols as well as
words to convey health and safety warnings on
a range of product packages)
3. Creating Media Texts
Purpose and Audience
3.1 describe the topic, purpose, and audience
for media texts they plan to create (e.g., a
web page presenting a personal anthology of
poetry to their peers), and identify significant
challenges they may face in achieving their
purpose
Form
3.2 select a media form to suit the topic,
purpose, and audience for a media text they
plan to create, and explain why it is an
appropriate choice (e.g., explain why a posting
on a videosharing website would be the best
way to promote a new song)
Conventions and Techniques
3.3 identify a variety of conventions and/or
techniques appropriate to a media form they
Page 19 of 21
audience? Why?”
Conventions and Techniques
3.3 identify conventions and techniques
appropriate to the form chosen for a media
text they plan to create, and explain how they
will use the conventions and techniques to help
communicate their message (e.g., a scene for
a television drama adapted from a novel or
play: the camera can focus on one character,
object, or gesture at a time, allowing
different kinds of emphasis; camera angles and
distances can vary to create different effects
and perspectives; scenes can be edited to
change the pace of the action; background
music can be usedto enhance the mood)
Teacher prompts: “How do the conventions
and techniques of this form make it easier or
harder to communicate certain ideas?”
Producing Media Texts
3.4 produce a variety of media texts for
specific purposes and audiences, using
appropriate forms, conventions, and
techniques (e.g.,
- a review of a television program, film, piece
of art, or artistic performance that includes
commentary on the effects created through the
use of various conventions and techniques
- a mock television broadcast of an
announcement about a school-related issue
- a soundtrack to accompany the reading of a
section of a graphic novel or comic book
- a computer-generated cover design, including
special fonts, to enhance a published piece of - two media texts on the same subject using
writing
- a multimedia presentation to inform younger
students about how to use a website to
research a topic related to a unit of study
- a pamphlet outlining the researched or
imagined biography of a writer
-a travelogue illustrating the journey of an
early Canadian explorer, including contacts
with First Nations peoples
-a storyboard indicating the images to be used
in a scene for a television drama adapted from
a novel or play
-a movie poster to advertise a movie based on
a narrative they have studied)
particular audience?”
Conventions and Techniques
3.3 identify conventions and techniques
appropriate to the form chosen for a media
text they plan to create, and explain how they
will use the conventions and techniques to help
communicate their message (e.g., movie
poster conventions: title, images of the actors
“in role”, positive quotations from reviewers;
movie poster techniques: distinctive lettering,
arresting or unusual layout or treatment of
images)
Producing Media Texts
3.4 produce a variety of media texts of some
technical complexity for specific purposes and
audiences, using appropriate forms,
conventions, and techniques (e.g.,
- a class newspaper for parents
- a class magazine for students in a lower grade audiences, using appropriate forms,
- a multimedia report on a unit of study for
geography
- a website about the school for new students
- a movie poster
- an advertisement for a new product
- a theatre review with commentary on the use - a one-minute video advertising a class fund-
of conventions and techniques for a
class/school newspaper
- a scene for a film based on a prose narrative study
different media forms)
Teacher prompt: “What different types of and/or techniques appropriate to a media form plan to use, and explain how these will help
media could you use for the presentation? How they plan to use, and explain how these will them communicate specific aspects of their
would they be organized and combined?” help them communicate meaning (e.g., intended meaning (e.g., product packaging
conventions/ techniques for the home page of conventions/ techniques: illustrations and
Conventions and Techniques a website: menus to identify the main topics familiar or easy-to interpret symbols and icons
3.3 identify conventions and techniques covered on the site; visuals to create interest to assist in product identification)
appropriate to the form chosen for a media in particular topics; links to other websites)
text they plan to create, and explain how they Producing Media Texts
will use the conventions and techniques to help Producing Media Texts
communicate their message (e.g., conventions 3.4 produce media texts for a variety of
in advertisements for a product to appeal to 3.4 produce media texts for several different purposes and audiences, using appropriate
different age groups among the students: text, purposes and audiences, using appropriate forms, conventions, and techniques (e.g., a
images, “free offer” promotional gimmicks; forms, conventions, and techniques (e.g., a TV sports magazine cover for a teenage audience;
techniques: use of age-appropriate content in public service announcement to inform teens posters promoting their independent reading
all elements of the advertisement) about a social issue or health topic; a brochure selections for display in the school library; a
Teacher prompt: “What are the important to inform peers about important figures in commercial promoting the contributions of
things you need to know about your audience Aboriginal history) Aboriginal people)
when designing your media text?”
Producing Media Texts
3.4 produce a variety of media texts of some
technical complexity for specific purposes and
conventions, and techniques (e.g., magazine
advertisements for a particular product, aimed
at different age groups among the students in
the school
- a multimedia presentation examining two or
more elements of a narrative, such as theme,
plot, setting, or character
raising project
- a website based on the content of a unit of
- a report on school sports events to be
presented during morning announcements
- an interview with a family member about his
or her cultural heritage for publication in a
school or community magazine/newspaper
- a public-service announcement on a current
issue that is relevant to their fellow students,
such as daily physical activity, literacy, or
bullying
- a storyboard for a video of a favourite song
that is not available as a video)
Page 20 of 21
4. Reflecting on Media Literacy Skills and
Strategies
Metacognition
4.1 identify what strategies they found most
helpful in making sense of and creating media
texts, and explain how these and other
strategies can help them improve as media
viewers/ listeners/producers
Teacher prompts: “What skills and knowledge
have you needed to interpret and create the
variety of media forms you have studied?”
Interconnected Skills
4.2 explain how their skills in listening,
speaking, reading, and writing help them to
make sense of and produce media texts
Teacher prompts: “Which reading and
listening comprehension strategies help you
most in developing interpretations of media
texts such as movies and advertisements?”
4. Reflecting on Media Literacy Skills and
Strategies
Metacognition
4.1 identify what strategies they found most
helpful in making sense of and creating media
texts, and explain how these and other
strategies can help them improve as media
viewers/ listeners/producers
Teacher prompt: “What aspects of the
planning process were most important to the
success of your media text?”
Interconnected Skills
4.2 explain how their skills in listening,
speaking, reading, and writing help them to
make sense of and produce media texts
Teacher prompts: “How do reading skills help
you judge the effectiveness of your own media
texts?” “What writing skills might help you
improve the effectiveness of your own media
texts?”
4. Reflecting on Media Literacy Skills and
Strategies
Metacognition
4.1 identify what strategies they found most
helpful in making sense of and creating media
texts, and explain how these and other
strategies can help them improve as media
viewers/listeners/producers
Teacher prompt: “Why was it helpful to think
about your audience’s needs or wants before
creating your advertisement?”
Interconnected Skills
4.2 explain how their skills in listening,
speaking, reading, and writing help them to
make sense of and produce media texts
Teacher prompt: “How could reading about
food and health help you when you are trying
to create an advertisement for a ‘healthy
eating’ ad campaign?”
Metacognition
4.1 describe several different strategies they
used in interpreting and creating media texts,
explain which ones they found most helpful,
and identify several specific steps they can
take to improve as media interpreters and
producers (e.g., explain how they used
feedback from the teacher and peers to
improve a text they created; record in a
learning log the design and production
challenges that required the most creativity
and perseverance to solve)
Interconnected Skills
4.2 explain how their skills in listening,
speaking, reading, and writing help them
interpret and produce media texts (e.g.,
recognizing how graphics clarify explanations in
a textbook can help them design a useful web
page)
Metacognition
4.1 describe a variety of strategies they used in
interpreting and creating media texts, explain
which ones they found most helpful, and
identify appropriate steps they can take to
improve as media interpreters and producers
(e.g., explain how a checklist helped them
focus their efforts during production of a media
text; use a checklist to assess their strengths as
media creators and to identify areas for
improvement; identify alternative production
strategies they might find useful in the future)
Interconnected Skills
4.2 identify a variety of their skills in listening,
speaking, reading, and writing and explain how
the skills help them interpret and produce
media texts (e.g., the ability to understand
how rhyme and symbols enhance meaning in a
poem can help them create a powerful song
lyric)
Page 21 of 21