Language

Oral Language

Term 1 They demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information, including the main idea and several interesting details They identify several listening comprehension strategies and use them before, during, and after listening in order to understand and clarify the meaning of oral texts They extend understanding of oral texts by connecting the ideas in them to their own knowledge and experience; to other familiar texts, including print and visual texts; and to the world around them They identify words or phrases that indicate whether an oral text is fact or opinion, initially with support and direction They demonstrate an understanding of appropriate speaking behavior in a variety of situations, including paired sharing and small- and large-group discussions They identify, initially with support and direction, who is speaking in an oral text, and demonstrate an understanding that the speaker has his or her own point of view They communicate ideas, opinions, and information orally in a clear, coherent manner using simple but appropriate organizational patterns	Term 1 They demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information, including the main idea and several interesting details They identify several listening comprehension strategies and use them before, during, and after listening in order to understand and clarify the meaning of oral texts They extend understanding of oral texts by connecting the ideas in them to their own knowledge and experience; to other familiar texts, including print and visual texts; and to the world around them They identify words or phrases that indicate whether an oral text is fact or opinion, initially with support and direction They demonstrate an understanding of appropriate speaking behaviour in a variety of situations, including paired sharing and small- and large-group discussions They identify, initially with support and direction, who is speaking in an oral text, and demonstrate an understanding that the speaker has his or her own point of view They communicate ideas, opinions, and information orally in a clear, coherent manner using simple but appropriate organizational patterns
Term2 They stated and implied information and ideas in oral texts to make simple inferences and reasonable predictions, and support the inferences with evidence from the text. They communicate ideas, opinions, and information orally in a clear, coherent manner using simple but appropriate organizational patterns They choose a variety of appropriate words and phrases to communicate their meaning accurately and engage the interest of their audience They identify some vocal effects, including tone, pace, pitch, and volume, and use them appropriately, and with sensitivity towards cultural differences, to help communicate their meaning They use a few different visual aids. They identify, initially with support and direction, a few strategies they found helpful before, during, and after listening and speaking They identify some of the presentation strategies used in oral texts and explain how they influence the audience.	Term2 They stated and implied information and ideas in oral texts to make simple inferences and reasonable predictions, and support the inferences with evidence from the text. They communicate ideas, opinions, and information orally in a clear, coherent manner using simple but appropriate organizational patterns They choose a variety of appropriate words and phrases to communicate their meaning accurately and engage the interest of their audience They identify some vocal effects, including tone, pace, pitch, and volume, and use them appropriately, and with sensitivity towards cultural differences, to help communicate their meaning They use a few different visual aids. They identify, initially with support and direction, a few strategies they found helpful before, during, and after listening and speaking They identify some of the presentation strategies used in oral texts and explain how they influence the audience.
Year Round They will identify purposes for listening in a variety of situations, formal and informal, and set personal goals for listening, initially with support and direction They demonstrate an understanding of appropriate listening behaviour by using active listening strategies in a variety of situations	Year Round They will identify purposes for listening in a variety of situations, formal and informal, and set personal goals for listening, initially with support and direction They demonstrate an understanding of appropriate listening behaviour by using active listening strategies in a variety of situations

Reading

All Year 1.1 They read some different literary texts 1.2 They identify several different purposes for reading and choose reading materials appropriate for those purposes They use knowledge of words and cueing systems to read fluently; 3.1 They automatically read and understand many high-frequency words, some words with common spelling patterns, and words of personal interest or significance, in a variety of reading contexts 3.2 They predict the meaning of and quickly solve unfamiliar words using different types of cues, including: 3.3 They read appropriate texts at a sufficient rate and with sufficient expression to convey the sense of the text to the reader and to an audience	All Year 1.1 They read some different literary texts 1.2 They identify several different purposes for reading and choose reading materials appropriate for those purposes They use knowledge of words and cueing systems to read fluently; 3.1 They automatically read and understand many high-frequency words, some words with common spelling patterns, and words of personal interest or significance, in a variety of reading contexts 3.2 They predict the meaning of and quickly solve unfamiliar words using different types of cues, including: 3.3 They read appropriate texts at a sufficient rate and with sufficient expression to convey the sense of the text to the reader and to an audience
Term 1 1.4 They demonstrate understanding of a text by retelling the story or restating information from the text, with the inclusion of a few interesting details. 1.6 They extend understanding of texts by connecting the ideas in them to their own knowledge and experience, to other familiar texts, and to the world around them. 1.7 They identify the main idea and some additional elements of texts 2.2 They recognize simple organizational pat- terns in texts of different types, and explain, initially with support and direction, how the patterns help readers understand the texts	Term 1 1.4 They demonstrate understanding of a text by retelling the story or restating information from the text, with the inclusion of a few interesting details. 1.6 They extend understanding of texts by connecting the ideas in them to their own knowledge and experience, to other familiar texts, and to the world around them. 1.7 They identify the main idea and some additional elements of texts 2.2 They recognize simple organizational pat- terns in texts of different types, and explain, initially with support and direction, how the patterns help readers understand the texts
Term 2 1.5 They use stated and implied information and ideas in texts to make simple inferences and reasonable predictions about them 1.3 They identify several reading comprehension strategies and use them before, during, and after reading to understand texts 1.8 They express personal thoughts and feelings about what has been read. 2.4 They identify some simple elements of style, including voice, word choice, and different types of sentences, and explain how they help readers understand texts 1.9 They identify, initially with support and direction, the speaker and the point of view presented in a text and suggest one or two possible alternative perspectives 2.1 They identify and describe the characteristics of a few simple text forms, with a focus on literary texts such as a fairy tale 4.2 They explain, initially with support and direction, how their skills in listening, speaking, writing, viewing, and repre- senting help them make sense of what they read 4.1  They identify, initially with support and direction, a few strategies that they found helpful before, during, and after reading	Term 2 1.5 They use stated and implied information and ideas in texts to make simple inferences and reasonable predictions about them 1.3 They identify several reading comprehension strategies and use them before, during, and after reading to understand texts 1.8 They express personal thoughts and feelings about what has been read. 2.4 They identify some simple elements of style, including voice, word choice, and different types of sentences, and explain how they help readers understand texts 1.9 They identify, initially with support and direction, the speaker and the point of view presented in a text and suggest one or two possible alternative perspectives 2.1 They identify and describe the characteristics of a few simple text forms, with a focus on literary texts such as a fairy tale 4.2 They explain, initially with support and direction, how their skills in listening, speaking, writing, viewing, and repre- senting help them make sense of what they read 4.1  They identify, initially with support and direction, a few strategies that they found helpful before, during, and after reading
Writing All Year 1.4  They sort ideas and information for their writing in a variety of ways, with support and direction 2.3 They use familiar words and phrases to communicate relevant details 3.1 They spell many high-frequency words correctly 2.4 They use a variety of sentence types 3.2 They spell unfamiliar words using a variety of strategies that involve understanding sound-symbol relationships, word structures, word meanings, and generalizations about spelling 3.3 confirm spellings and word meanings or word choice using a few different types of resources 3.4 They use punctuation to help communicate their intended meaning, with a focus on the use of: question marks, periods, or exclamation marks at the end of a sentence; commas to mark pauses; and some uses of quotation marks 3.6 proofread and correct their writing using a simple checklist or a few guiding questions developed with the teacher and posted for reference	All Year 1.4  They sort ideas and information for their writing in a variety of ways, with support and direction 2.3 They use familiar words and phrases to communicate relevant details 3.1 They spell many high-frequency words correctly 2.4 They use a variety of sentence types 3.2 They spell unfamiliar words using a variety of strategies that involve understanding sound-symbol relationships, word structures, word meanings, and generalizations about spelling 3.3 confirm spellings and word meanings or word choice using a few different types of resources 3.4 They use punctuation to help communicate their intended meaning, with a focus on the use of: question marks, periods, or exclamation marks at the end of a sentence; commas to mark pauses; and some uses of quotation marks 3.6 proofread and correct their writing using a simple checklist or a few guiding questions developed with the teacher and posted for reference
Term 1 1.1 They identify the topic, purpose, audience, and form for writing. 1.2 They generate ideas about a potential topic, using a variety of strategies and resources 1.6 They determine whether the ideas and information they have gathered are suitable for the purpose, and gather new material if necessary 2.1 They write short texts using several simple forms 1.3 They gather information to support ideas for writing in a variety of ways and/or from a variety of sources 2.7 make simple revisions to improve the content, clarity, and interest of their written work, using several types of strategies 3.5 use parts of speech appropriately to communicate their meaning clearly, with a focus on the use of: proper nouns for local, provincial, and national place names and for holidays; the personal object pronouns me, you, him, her, us, them; adjectives to describe a noun; verbs in the simple present and past tenses; joining words 4.1 They identify some strategies they found helpful before, during, and after writing 4.2 describe, with prompting by the teacher, how some of their skills in listening, speaking, reading, viewing, and repre- senting help in their development as writers	Term 1 1.1 They identify the topic, purpose, audience, and form for writing. 1.2 They generate ideas about a potential topic, using a variety of strategies and resources 1.6 They determine whether the ideas and infor- mation they have gathered are suitable for the purpose, and gather new materi- al if necessary 2.1 They write short texts using several simple forms 1.3 They gather information to support ideas for writing in a variety of ways and/or from a variety of sources 2.7 make simple revisions to improve the content, clarity, and interest of their written work, using several types of strategies 3.5 use parts of speech appropriately to communicate their meaning clearly, with a focus on the use of: proper nouns for local, provincial, and national place names and for holidays; the personal object pronouns me, you, him, her, us, them; adjectives to describe a noun; verbs in the simple present and past tenses; joining words 4.1 They identify some strategies they found helpful before, during, and after writing 4.2 describe, with prompting by the teacher, how some of their skills in listening, speaking, reading, viewing, and repre- senting help in their development as writers
Term 2 1.5 They identify and order main ideas and sup- porting details, using graphic organizers 1.3 They gather information to support ideas for writing in a variety of ways and/or from a variety of sources 2.2 They establish a personal voice in their writing, with a focus on using familiar words that convey their attitude or feeling towards the subject or audience 2.8 They produce revised, draft pieces of writing to meet criteria identified by the teacher, based on the expectations 2.5 They identify, initially with support and direction, their point of view and one or more possible different points of view about the topic 2.6They identify elements of their writing that need improvement, using feedback from the teacher and peers, with a focus on content and word choice 3.7 use some appropriate elements of effective presentation in the finished product, including print, different fonts, graphics, and layout 4.3 select pieces of writing that they think show their best work and explain the reasons for their selection 3.8 produce pieces of published work to meet criteria identified by the teacher, based on the expectations	Term 2 1.5 They identify and order main ideas and sup- porting details, using graphic organizers 1.3 They gather information to support ideas for writing in a variety of ways and/or from a variety of sources 2.2 They establish a personal voice in their writing, with a focus on using familiar words that convey their attitude or feeling towards the subject or audience 2.8 They produce revised, draft pieces of writing to meet criteria identified by the teacher, based on the expectations 2.5 They identify, initially with support and direction, their point of view and one or more possible different points of view about the topic 2.6They identify elements of their writing that need improvement, using feedback from the teacher and peers, with a focus on content and word choice 3.7 use some appropriate elements of effective presentation in the finished product, including print, different fonts, graphics, and layout 4.3 select pieces of writing that they think show their best work and explain the reasons for their selection 3.8 produce pieces of published work to meet criteria identified by the teacher, based on the expectations