Listening
Listen to a range of grade-level appropriate texts in a variety of situations for a variety of purposes (foundational objective)
(4)	listen attentively to a range of texts from a variety of cultural traditions for pleasure and information (e.g., personal narratives, plays, adventure stories, mysteries)
(1)	connect new ideas, information, and experiences to construct meaning in different contexts
	listen courteously and respond sensitively and thoughtfully to others
	listen to and follow three and four-step oral directions
(1)	listen purposefully to determine the main ideas and important details
	summarize in own words major ideas and supporting evidence presented
Learn about and practise the skills and strategies of effective listeners
	activate and build upon prior knowledge and experiences
	predict what a presentation might be about based on the title or other information
	set purposes for listening (e.g., formulate questions to guide listening)
(3)	demonstrate appropriate listening behaviours
	connect and use prior knowledge to make sense of new ideas, information, and experiences
	respond to others with respect and encouragement
(1)	determine and note main ideas and important details using a guide
(1)	confirm or change inferences, predictions, or conclusions based on information presented
	check and confirm understanding by asking questions
(1)	use oral cues (e.g., pauses, emphasis, loudness) to construct and confirm meaning
	recognize how words and word combinations influence or convey meaning (e.g., word play, repetition, rhyme)
(1)	identify ways in which exaggeration and other devices are used to convey humour
	assess usefulness of information
(1)	respond to and discuss meanings, ideas, and effects
(1)	recall details
	reflect on ideas and experiences and ask questions to clarify and extend understanding
	explore connections between a variety of insights, ideas, and responses
	explain preferences for particular forms of oral texts
	distinguish similarities and differences among various forms of oral texts
	explain connections between events and the roles of main characters in oral texts, and identify how these texts may influence people’s understanding and behaviour
	identify similarities and differences between personal experiences and experiences of people from various cultures portrayed in oral texts (including texts about Saskatchewan or by Saskatchewan writers, and about Canada or by Canadian writers)
	identify mood evoked by oral texts
	describe relationships between own and others’ ideas and experiences
Assess personal strengths and set goals for future growth
	identify strengths and areas for improvement of own listening skills and strategies

Speaking
Speak to express information, thoughts, feelings, and experiences in a variety of forms for a variety of purposes and audiences
(7)	participate in a variety of shared language experiences (e.g., dramatic dialogues, read-alouds/dramatic reading, reader’s theatre, choral speaking, role play activities)
(2)	use texts from several genres to narrate, recite, read aloud, present, or perform
(8)	share ideas, observations, and experiences in structured small and large group talk
(1)	begin to use oral language to clarify thinking
(1)	prepare and present, to a familiar audience, narrative presentations that relate events and experiences in a logical sequence
	prepare and present information on a specific topic using print and non-print aids to engage and inform a familiar audience
	experiment with language and non-verbal elements (e.g., gesture) to achieve an effect for a particular purpose and audience
	use appropriate language for purpose, audience, and situation
(3)	explain personal opinion and support it with reasons
Learn about and practise the skills and strategies of effective speakers
(1)	use strategies to generate and gather ideas (e.g., brainstorming, mapping, asking others for their ideas)
	use a variety of forms for particular audiences and purposes
	determine key ideas
	use organizers (e.g., key words, web charts) to develop and arrange ideas
(3)	practise oral presentations before giving them
	produce oral texts that follow a logical sequence
	stay on topic and task in group discussions
(2)	adjust volume, tone of voice, and gestures to suit purpose
	use visuals (e.g., charts, posters, models) that enhance meaning of oral presentation
	use appropriate language to speak at special events in a variety of school and community contexts (e.g., a birthday, an assembly, an award presentation)
(1)	answer questions about ideas presented
(4)	work co-operatively with others in small groups on structured tasks
	ask others for their ideas and express interest in their contributions
(1)	show consideration for those whose ideas, abilities, and language use differ from their own
Assess personal strengths and set goals for future growth
(1)	identify strengths and areas for improvement of own speaking skills and strategies

Reading
Read a range of grade-level appropriate texts in a variety of situations for a variety of purposes
(1)	read grade-appropriate texts orally and silently with increasing confidence, fluency, and accuracy
	select and read a variety of texts for enjoyment and information including poems, plays, stories, nonfiction, and myths
(1)	experience the work of Saskatchewan and other Canadian authors, including Aboriginal authors
(3)	recognize common features of a range of texts from various traditions, cultures, lifestyles, and human experiences
Learn about and practise the skills and strategies of effective readers
(4)	activate and build upon prior knowledge and experiences
(4)	set purposes and predict what text might be about
	formulate questions to aid in finding relevant information in texts
(1)	connect new information with prior knowledge to make sense of new ideas and experiences
(1)	determine main and supporting ideas using prior knowledge, predictions, connections, inferences, and visual cues
	confirm or reject inferences, predictions, or conclusions based on textual information
(1)	check and confirm understanding by rereading
(2)	apply cueing systems to construct meaning: pragmatic (e.g., formal vs informal language), textual (e.g., story elements and key ideas in exposition), syntactic (e.g., word order), semantic (e.g., context clues, prefixes, comparisons, synonyms), and graphophonic (e.g., contractions, compound words)
	monitor for meaning during oral and silent reading
	recognize the elements and organization of traditional stories
(2)	distinguish between cause and effect
	recognize fact and opinion
(1)	begin to interpret figurative language
(3)	use reference materials effectively (e.g., glossary, dictionary, encyclopedia)
	adjust reading rate according to purpose(s) for reading
(7)	recognize how words and word combinations influence or convey meaning
(9)	identify ways in which exaggeration and other devices are used to convey humour
(1)	respond to and discuss meanings, ideas, and effects in a range of texts
	relate understanding of texts to personal experiences, purposes, and other texts
	ask critical questions
(2)	explain own point of view and provide evidence from text and experiences
(2)	recall, organize, and summarize information
(5)	identify similarities and differences among texts and various forms/genres
	express new concepts and understanding in own words and explain their importance
(1)	compare information within and among texts
Assess personal strengths and set goals for future growth
	identify strengths and areas for improvement of own reading habits, skills, and strategies

Writing
Write to express information, thoughts, feelings, and experiences in a variety of forms for a variety of purposes and audiences
(3)	write personal narratives, factual accounts, explanations, descriptions, stories, summaries, reports, letters, poems, and journal entries with increasing confidence, clarity, and fluency
	express and explain points of view and provide reasons or evidence in writing
(4)	choose from and experiment with a variety of forms for various purposes
(2)	create original texts to communicate and demonstrate understanding
(1)	work through stages of a writing process including pre-writing, drafting, revising, and sharing writing
Learn about and practise the skills and strategies of effective writers
(1)	use a variety of pre-writing strategies to generate and gather ideas (e.g., brainstorm, map, cluster, use graphic organizers, make notes)
	choose from a variety of forms
	use organizers to develop and arrange ideas
	organize information and ideas in logical sequences
	focus a topic before beginning to write
	consider audience and purpose
	write clear and focused beginnings, middles, and endings
	understand and practise paragraphing
	focus main ideas in a topic sentence
	include facts and details that support main point
	organize ideas in an appropriate sequence (e.g., chronological, compare and contrast, question and answer, cause and effect)
	begin to support statements with reasons
(3)	use words for specific purposes
	identify sources of information for reports
	create a closing paragraph that summarizes the points of the previous paragraphs
(1)	revise draft material by adding, deleting, and rearranging ideas
	participate in developing criteria to revise compositions
(3)	develop and demonstrate an understanding of written language conventions including: indent paragraphs use complete sentences with proper capitalization and end punctuation combine short, related sentences spell common words correctly and use a strategy to learn new words use the comma in direct quotations and apostrophes to show possession; use underlining, quotation marks, or italics to identify titles
	write legibly using correct letter formation and consistent size and spacing
	prepare neat and organized compositions, reports, and charts that engage the intended audience(s)
(1)	revise and proofread to improve own work
	experiment to combine sentences
(1)	check for complete and clear sentences, interesting and precise words, correct spelling, punctuation, capitalization, appropriate usage, and legible writing/word processing
	know and apply conventional spelling patterns using a variety of strategies and resources
(6)	share writing in various ways
Assess personal strengths and set goals for future growth
	identify strengths and areas for improvement of own writing skills and strategies

Viewing
View a range of grade-level appropriate visual texts in a variety of situations for a variety of purposes
(2)	participate in a variety of guided and independent viewing experiences from a variety of cultural traditions (e.g., print advertisements, live performances, illustrated texts, television, videos, maps, charts, diagrams, three-dimensional objects)
	identify the intent and purpose of visual texts
	compare different perspectives and ideas presented in visual texts
	begin to identify (with assistance) the values underlying a visual text
	recognize common features of a range of visual texts from similar and different sources
Learn about and practise the skills and strategies of effective viewers
	activate and build prior knowledge and experiences
(1)	set purpose(s) for viewing and predict what visual text or experience might be about
	connect and use prior knowledge to make sense of new ideas, information, and experiences
	use visual cues to locate information and ideas, and to construct and confirm meaning
	determine main and supporting ideas using visual cues
(1)	identify intent and purpose of visual texts
	note design, layout, and other aspects that aid understanding of what is seen
	identify ways in which exaggeration is used in various media
	compare different perspectives and ideas presented in visual texts
	confirm or reject inferences, predictions, or conclusions based on visual information
	check and confirm understanding by re-viewing
	respond to and discuss meanings, ideas, and effects
	express new concepts and understanding in own words and explain their importance
	identify important elements in video and electronic texts
	distinguish similarities and differences among various forms of visual texts
	evaluate accuracy and suitability when comparing visual texts
	begin to identify (with assistance) the values underlying a visual text
	explain own point of view and provide evidence from text to support it
Assess personal strengths and set goals for future growth
	identify strengths and areas for improvement of own viewing skills and strategies

 

Representing
Represent to express information, thoughts, feelings, and experiences in a variety of forms for a variety of purposes and audiences
(4)	convey ideas using a variety of media including drama, video, computer, and others
	choose medium and information appropriate to audience and purpose
(1)	recognize the advantages and disadvantages of using a particular medium
(1)	combine oral, print, and other media to communicate information, ideas, and experiences
(1)	use visual aids (e.g., props, charts, mime) to enhance spoken and written communication
Learn about and practise the skills and strategies of effective representers
(2)	generate ideas and gather information using a variety of strategies
(1)	choose from a variety of forms for particular audiences and purposes
(1)	use graphic organizers to develop and arrange ideas
(2)	create original texts in a variety of forms
	organize information and ideas in logical sequences using a variety of strategies
(1)	use visuals and other media to add interest and to engage the audience
	use referenced sources to support the information they need to communicate
	use gestures or movements where appropriate
(1)	experiment with different ways of representing and communicating ideas
	revise visual texts
(1)	share representations in various ways
Assess personal strengths and set goals for future growth
	identify strengths and areas for improvement of own representing skills and strategies