Objectives

The basic structure of the English language arts K to 12 curriculum comprises four phases that approximate the sequential phases of students’ linguistic and cognitive development. The learning objectives in English language arts form a developmental continuum. Students in any grade level, however, will exhibit a range of developmental differences.


Emerging Phase Developing Phase Extending Phase Specialized Phase
Elementary Level Middle Level Secondary Level
K to Grade 1 Grades 1 to 5 Grades 6 to 9 Grades 10 to 12
The Emerging Phase builds upon children’s emerging interests and abilities in listening, speaking, reading, writing, viewing, and representing. The Developing Phase focuses on expanding students’ language, increasing their fluency and confidence in language use, and providing varied purposes for using language in the learning contexts of the classroom. The Extending Phase includes the reinforcement and refinement of language processes for learning and for public use, as well as increased language study. The Specialized Phase focuses on analysis and evaluation of language and of literature structures, as well as use and application of specific language and structures for particular audiences and purposes.

Language Development


Language development is continuous from birth. Although students learn a great deal about language in school, much has already been learned before they enter kindergarten or grade 1. Their cultural experiences, home and kindergarten experiences, and communities have provided many opportunities for students to build their language skills. Teachers recognize that students bring to school a range of language experiences and knowledge that can be built upon in the classroom. Teachers also recognize that not all students have the same background or experiences with language and that it is important to plan meaningful experiences with speaking, listening, writing, reading, representing, and viewing that reflect and build from where the students are in their development.

In the Emerging Phase of language learning (kindergarten - grade 1), students develop concepts related to language, usage, print, letter knowledge, phonemic awareness, and the alphabet. This phase begins early in a student's life and continues until the student reaches the phase of developing conventional literacy. Teachers may have to plan experiences that make up for the early opportunities some students have not had. In this phase, students associate written letters and words with meaning and begin to understand the different forms language takes.

In the Developing Phase of literacy (grades 1-5), students become more fluent and confident listeners, speakers, readers, writers, viewers, and representers. They understand the different purposes, formats, and conventions used in each language strand and are developing a repertoire of language skills and strategies.

The learning objectives listed in this curriculum form a developmental continuum. While many students will, with appropriate instruction, be able to achieve these objectives at each grade level, others will not. For this reason, teachers are asked to keep the following developmental differences in mind (see chart below) and to provide instruction at the appropriate level (based on students' needs).


Learning Objectives

The purpose of the English language arts program is to help students develop competence and confidence as language users by giving them opportunities to learn about and use language for a variety of purposes including: To achieve these purposes, students must have frequent opportunities to listen, speak, read, write, view, and represent in various situations.

The learning objectives listed on the following pages describe the language knowledge, skills, attitudes, and strategies that students should develop as they progress through the English language arts program. The objectives in each language strand form a developmental continuum and guide the teacher in planning units, daily instruction, and classroom activities. They also give direction to student assessment and evaluation. Teachers will frequently monitor these objectives informally and routinely as part of their daily classroom responsibilities. Such monitoring will assist teachers in adapting learning experiences to help students achieve the objectives. By using the objectives and several different language assessment techniques, teachers can build language profiles of students and determine their progress.

The foundational objectives are broad statements of the overall, desired outcomes. They describe what students should achieve from their involvement in a particular subject area over a specified time frame (e.g., grades 1-5). In English language arts, students will:
  1. Listen to, read, and view a range of grade-level appropriate oral, print, and other media texts in a variety of situations for a variety of purposes; and speak, write, and represent to express their thoughts, feelings, and experiences in a variety of forms for a variety of purposes and audiences.
  2. Learn about and practise the skills and strategies of effective listeners, speakers, readers, writers, viewers, and representers.
  3. Assess their own personal and group language growth and set goals for future growth.
The specific learning objectives describe the knowledge, attitudes, skills, and strategies that students should develop at each grade level in order to achieve the foundational objectives by the end of grade 5. These objectives guide unit planning, instructional processes, resource selection, and assessment and evaluation. Individual student needs and abilities may require an adaptation to instruction, resources, or environment to help all students achieve these objectives. In this section, the specific learning objectives are identified by language strand for each grade level. Useful assessment tools and techniques and instructional approaches are also suggested. Further information on each of these tools, techniques, and approaches can be found in the Assessment and Evaluation and the Instructional Approaches sections of this curriculum guide.