Foundational and Learning Objectives

Foundational Objectives

Foundational objectives are statements of the desired outcomes. They describe what students should achieve from their involvement in a particular subject area over a specified time frame (e.g., grades 6-9). The objectives listed below direct teachers to the most important understandings and abilities to be developed in English language arts. They also provide guidance for unit planning. The foundational objectives for grades 6-9 English language arts are as follows.

Speaking

Students will extend their abilities to:

• recognize that talk is an important tool for communicating, thinking, and learning

• practise the behaviours of effective speakers

• speak fluently in a variety of situations for a variety of purposes and audiences.

Listening

Students will extend their abilities to:

• recognize that listening is an active, constructive process

• practise the behaviours of effective, active listeners

• listen effectively in a variety of situations for a variety of purposes.

Writing

Students will extend their abilities to:

• recognize that writing is a constructive and recursive process

• practise the behaviours of effective writers

• write fluently and confidently for a variety of purposes and audiences, employing appropriate formats.

Reading

Students will extend their abilities to:

• recognize that reading is an active, constructive process

• practise the behaviours of effective, strategic readers

• read fluently and confidently a variety of texts for a variety of purposes.

Learning Objectives

Learning objectives describe specific learning outcomes. The following pages list specific learning objectives related to the grades 6-9 foundational objectives. The teacher might develop additional learning objectives related to a particular activity or learning experience to help students achieve the learning objectives listed in this curriculum.

Speaking

Grade 6	Grade 7	Grade 8	Grade 9
Students will extend their abilities to recognize that talk is an important tool for communicating, thinking, and learning.
recognize that talk helps to clarify thinking	identify specific ways that talk helps to clarify thinking	use talk to clarify thinking	use talk purposefully to clarify thinking
recognize that talk is helpful for exploring ideas and expressing understanding	identify specific ways that talk helps in exploring ideas and expressing understanding	use talk to explore own and others' ideas and to express understanding	use talk to explore own and others' ideas and to express understanding
use talk to share feelings and opinions	use talk to share feelings and opinions	use talk to share feelings and opinions	use talk to share feelings and opinions
Students will extend their abilities to practise the behaviours of effective speakers.
speak at a rate that enables others to follow and use a volume appropriate to the situation	speak at a rate that enables others to follow, use a volume appropriate to the situation, and modulate voice for effect	vary volume, tone, and pace of speech to create effect and enhance communication	adjust volume, tone, pitch, and pace of speech to create effect and enhance communication
use vocabulary and level of language appropriate to audience and purpose	use vocabulary and level of language appropriate to audience and purpose	use a range of vocabulary related to particular topics, and adjust level of language to suit audience and purpose	use a range of vocabulary related to particular topics, and adjust level of language to suit audience and purpose
use pitch and rate of speaking suitable to identified purposes, audiences, and situations	use pitch and speaking rate to suit identified purposes, audiences, and situations	adjust pitch, rate, and tone to suit a variety of purposes, audiences, and situations	vary and adjust pitch, rate, and tone to suit a variety of purposes, audiences, and situations
share ideas and information in one-to-one and small group situations	share ideas and information logically in one-to-one and small group situations	share ideas and information logically in one-to-one and small group situations	share ideas and information logically in one-to-one and small group situations
use gestures and facial expressions to enhance meaning of talk	use gestures and facial expressions appropriately to enhance meaning of talk	use a variety of nonverbal cues effectively to enhance meaning of talk	use a variety of nonverbal cues effectively to enhance meaning of talk
organize ideas and opinions in appropriate formats in preparation for sharing or presenting orally	organize ideas and opinions in appropriate formats in preparation for sharing or presenting orally	organize ideas and opinions in appropriate formats in preparation for sharing or presenting orally	organize ideas and opinions in appropriate formats in preparation for sharing or presenting orally
restate, in own words, one or two points made by others during discussions	summarize ideas discussed and state own view in light of the discussion	summarize ideas discussed and justify own view	connect, describe, and compare own ideas with those of others
reflect on and assess own speaking experiences using such tools as audio recordings, teacher conferences, and checklists	reflect on and assess own speaking experiences using such tools as audio recordings, teacher conferences, and checklists	reflect on and assess own speaking experiences using such tools as audio recordings, teacher conferences, and checklists	reflect on and assess own speaking experiences using such tools as audio recordings, teacher conferences, and checklists
set goals to improve speaking abilities	set goals to improve speaking abilities	set goals to improve speaking abilities	set goals to improve speaking abilities
Students will extend their abilities to speak fluently in a variety of situations for a variety of purposes and audiences.
Speak for a variety of purposes including to express feelings, ideas, and opinions; to explain, report, and inform; to explore ideas; to describe; to influence and persuade; and to entertain	Speak for a variety of purposes including to express feelings, ideas, and opinions; to explain, report, and inform; to explore ideas; to describe; to influence and persuade; and to entertain	Speak for a variety of purposes including to express feelings, ideas, and opinions; to explain, report, and inform; to explore ideas; to describe; to influence and persuade; and to entertain	Speak for a variety of purposes including to express feelings, ideas, and opinions; to explain, report, and inform; to explore ideas; to describe; to influence and persuade; and to entertain
engage in conversation about topics of personal interest	engage in conversation about topics of personal interest and respond when others initiate conversation	initiate conversation about a wide range of topics and respond appropriately when others initiate conversation	initiate conversation about a wide range of topics and respond appropriately when others initiate conversation
read aloud with enthusiasm and expression	read aloud with expression, showing awareness of rhythm	read aloud with expression, showing awareness of rhythm	read aloud with expression, showing awareness of rhythm
demonstrate an ordered sense of story by retelling familiar stories and personal experiences	demonstrate an ordered sense of story by retelling familiar stories and personal experiences	retell stories or personal anecdotes in conversation and discussion to illustrate a point	retell stories or personal anecdotes in conversation and discussion to illustrate a point
recite short poetry selections	recite short poetry selections	recite literature selections such as poetry or excerpts from longer works	recite literature selections such as poetry or excerpts from longer works
participate in dramatic speaking such as choral readings, improvisations, role plays, and readers theatre	participate in dramatic speaking such as choral readings, improvisations, role plays, and readers theatre	participate in a variety of dramatic speaking experiences	participate in a variety of dramatic speaking experiences
speak to describe a person, place, or incident from own experience	speak to describe own and others' experiences	speak to describe a variety of experiences	speak to describe a variety of experiences
give multi-step directions and instructions in accurate sequence	give multi-step directions and instructions in accurate sequence	give detailed multi-step directions and instructions in accurate sequence	give detailed multi-step directions and instructions in accurate sequence
give short reports and experiment with speaking in formal situations such as peer interviews	give short reports and experiment with speaking in formal situations such as meetings	give reports and speak in a variety of formal situations such as interviews and debates	give reports and speak in a variety of formal situations such as interviews and debates
participate effectively in group discussions: share ideas/knowledge clearly encourage others to contribute disagree courteously/sensitively take turns speaking answer others' questions clearly and politely give reasons for opinions	participate effectively in group discussions: share ideas/knowledge clearly encourage others to contribute disagree courteously/sensitively take turns speaking answer others' questions clearly and politely give reasons for opinions add to others' ideas restate points already made for emphasis or reconsideration repeat points for clarification	participate effectively in group discussions: share ideas/knowledge clearly encourage others to contribute disagree courteously/sensitively take turns speaking answer others' questions clearly and politely give reasons for opinions add to others' ideas restate points for emphasis or reconsideration repeat points or rephrase points for clarification explain reasons for a point of view summarize what has been said	participate effectively in group discussions: share ideas/knowledge clearly encourage others to contribute disagree courteously/sensitively take turns speaking answer others' questions clearly and politely give reasons for opinions add to others' ideas repeat points for emphasis or reconsideration restate points or rephrase points for clarification give support for a point of view summarize what has been said analyze statements made generalize from several comments and points made

Listening

Grade 6	Grade 7	Grade 8	Grade 9
Students will extend their abilities to recognize that listening is an active, constructive process.
recognize that listening is an active process by which listeners construct meaning within the context of their daily lives and experiences	recognize that listening is an active process by which listeners construct meaning within the context of their daily lives and experiences	recognize that listening is an active process by which listeners construct meaning within the context of their daily lives and experiences	recognize that listening is an active process by which listeners construct meaning within the context of their daily lives and experiences
demonstrate willingness to be active listeners	demonstrate willingness to be active listeners	demonstrate willingness to be active listeners	demonstrate willingness to be active listeners
value listening as a means of learning and enjoyment	value listening as a means of learning and enjoyment	value listening as a means of learning and enjoyment	value listening as a means of learning and enjoyment
Students will extend their abilities to practise the behaviours of effective, active listeners.
set purpose(s) for each type of listening situation	set purposes for listening in a variety of listening situations	adapt listening and focus according to purpose and situation	listen with clearly identified purpose in mind
listen attentively to the speaker(s) and show interest in what is said	concentrate on the message of the speaker(s) and respond with interest	interact appropriately with the speaker and seek clarification when meaning is not clear	interact appropriately with the speaker and verify understanding when meaning is not clear
associate what is being said with personal experience	use prior knowledge and experiences to construct meaning in listening situations	deliberately access prior knowledge and experiences to construct meaning in listening situations	deliberately access prior knowledge and experiences to construct meaning in listening situations
anticipate and predict the speaker's message and meaning	anticipate and predict the speaker's message and meaning	predict the speaker's purpose and determine speaker's plan or organization	predict the speaker's purpose and determine speaker's plan of organization
follow the sequence of ideas expressed by identifying the speaker's key idea	follow the sequence of ideas expressed by identifying the speaker's key ideas and relevant supporting details	identify patterns in the speaker's message and follow the sequence of ideas expressed	identify transitional words which assist in following the sequence of ideas expressed
jot notes to assist recall of the main idea(s) expressed by the speaker	jot notes to assist recall of the main idea(s) expressed by the speaker	jot notes to recall the main idea and relevant supporting details expressed by the speaker	jot notes to recall the main idea and relevant supporting details expressed by the speaker
recognize that the speaker's nonverbal cues convey meaning	explain how the speaker's nonverbal cues help to construct meaning	determine the congruency between the speaker's verbal and nonverbal cues	describe the speaker's nonverbal cues to assist construction of meaning
identify ideas expressed as true or false, real or imaginary	identify ideas expressed as true or false, real or imaginary	detect use of emotional appeal or persuasive language in speaker's message or manner	identify bias, stereotype, and propaganda in speaker's message
recognize speaker's use of slang	recognize speaker's use of slang and informal language	recognize speaker's level of language use as formal, informal, or slang	explain how the level of language use (formal, informal, or slang) affects the spoken message
determine the difference between fact and opinion in speaker's viewpoint	determine the differences between fact and opinion in speaker's viewpoint	recognize generalizations, conclusions, and opinions expressed by speaker	analyze viewpoints and arguments for validity, reliability, and supporting evidence
draw conclusions about speaker's values after listening	draw conclusions about speaker's values after listening	compare own values with those identified in the speaker's message	compare own values with those identified in the speaker's message
consider and respect ideas from speaker's point of view	separate own ideas and opinions from the speaker's ideas and opinions	keep an open mind and consider ideas that differ from their own	suspend judgement and conclusions until the speaker's message is complete
reflect upon and assess their own listening strengths and needs using such methods as prepared checklists, audio recordings, and teacher conferences	reflect upon and assess their own listening strengths and needs using such methods as prepared checklists, audio recordings, and teacher conferences	design and use assessment instruments to assess their own listening strengths and needs	design and use assessment instruments to assess their own listening strengths and needs
use information gathered during self-assessment and teacher assessment to set and maintain goals for improving listening abilities	use information gathered during self-assessment and teacher assessment to set and maintain goals for improving listening abilities	use information gathered during self-assessment and teacher assessment to set and maintain goals for improving listening abilities	use information gathered during self-assessment and teacher assessment to set and maintain goals for improving listening abilities
Students will extend their abilities to listen effectively in a variety of situations for a variety of purposes.
listen for a variety of purposes: to gather information, to follow directions, to participate in a discussion, to form an opinion, to understand information, to enjoy	listen in order to gather information, follow directions, participate in a discussion, form an opinion, analyze information received, and appreciate or enjoy	listen in order to gather information, follow directions, participate in a discussion, form an opinion, analyze information received, and appreciate or enjoy	listen in order to gather information, follow directions, participate in a discussion, form an opinion, analyze information received, and appreciate or enjoy
identify own purposes for listening	identify own purposes for listening	identify own purposes for listening	identify own purposes for listening

Writing

Grade 6	Grade 7	Grade 8	Grade 9
Students will extend their abilities to recognize that writing is a constructive and recursive process.
recognize that writing is a process of constructing meaning	recognize that writing is a process of constructing meaning	recognize that writing is a process of constructing meaning	recognize that writing is a process of constructing meaning
value their own experiences, opinions, observations, and ideas as sources for authentic writing	value their own experiences, opinions, observations, and ideas as sources for authentic writing	value their own experiences, opinions, observations, and ideas as sources for authentic writing	value their own experiences, opinions, observations, and ideas as sources for authentic writing
Students will extend their abilities to practise the behaviours of effective writers.
generate and explore ideas for writing using pre-writing techniques such as brainstorming, clustering, discussing, dramatizing, reading/ listening/viewing, experiencing	generate and explore ideas for writing using pre-writing techniques such as brainstorming, clustering, discussing, dramatizing, reading/ listening/viewing, experiencing	generate and explore ideas for writing using a variety of pre-writing techniques	generate and explore ideas for writing using a variety of pre-writing techniques
plan for writing in such ways as outlining, listing, charting, webbing, and creating story frames or sociograms	plan for writing in such ways as outlining, listing, charting, webbing, and creating story frames or sociograms	plan for writing using a variety of graphic and written structures	plan for writing using a variety of graphic and written structures
use written formats appropriate to audience and purpose	use written formats appropriate to audience and purpose	select and use written formats appropriate to audience and purpose	select appropriate written formats for use with identified audience and purpose
shape and develop pre-writing into a written draft by using formats appropriate to purpose and audience	shape and develop pre-writing into a written draft by using formats appropriate to purpose and audience	shape and develop pre-writing into a written draft by using formats appropriate to purpose and audience	shape and develop pre-writing into a written draft by using formats appropriate to purpose and audience
organize and sequence relevant ideas appropriately within identified formats	organize and sequence relevant ideas appropriately within identified formats	organize and sequence relevant ideas appropriately within identified formats	organize and sequence relevant ideas appropriately within identified formats
use a first person point of view when writing	use a first person point of view, and experiment with the third person point of view, when writing	choose a variety of appropriate points of view when writing	choose a variety of appropriate points of view when writing
reflect upon own writing, and revise for clarity of meaning and appropriate detail by adding, rearranging, or deleting ideas	reflect upon own writing, and revise for clarity of meaning and appropriate detail by adding, rearranging, or deleting ideas	reflect upon own writing, and revise for clarity of meaning and appropriate detail by adding, rearranging, or deleting ideas	reflect upon own writing, and revise for clarity of meaning and appropriate detail by adding, rearranging, or deleting ideas
request teacher and peer writing conferences and then consider any comments/suggestions during revision	seek out teacher or peers with specific strengths for writing conferences and then identify relevant comments/suggestions for use during revision	seek out teacher or peers with specific strengths for writing conferences and then identify relevant comments/suggestions that support revision	seek out teacher or peers with specific strengths for writing conferences and identify relevant comments/suggestions that support revision
respond sensitively and constructively during peer conferences by reading the piece carefully, making at least one positive comment before offering suggestions for improvements, and answering the writer's specific questions	respond sensitively and constructively during peer conferences by reading the piece carefully, making at least one positive comment before offering suggestions for improvements, and focusing on the writer's identified needs and questions	respond sensitively and constructively during peer conferences by reading the piece carefully, making at least one positive comment before offering suggestions for improvements, and focusing on the writer's identified needs and questions	respond sensitively and constructively during peer conferences by reading the piece thoroughly, making at least one positive comment before offering suggestions for improvements, focusing on the writer's identified needs and questions, and asking questions to help the writer determine possible changes
consciously attend to the conventions and rules of written language when revising	consciously attend to the conventions and rules of written language when revising	consciously attend to the conventions and rules of written language when revising	consciously attend to the conventions and rules of written language when revising
revise to ensure that each paragraph has a topic sentence, a body, and a concluding sentence	revise to ensure that each paragraph has a topic sentence, a body, and a concluding sentence	revise to ensure that each paragraph has an effective topic sentence, a body of relevant details, and an effective concluding sentence	revise to ensure that each paragraph has an effective topic sentence, a body of relevant details, and an effective concluding sentence
compose narrative, descriptive, and expository paragraphs	compose narrative, descriptive, and expository paragraphs and experiment with writing persuasive paragraphs	compose narrative, descriptive, expository, and persuasive multi-paragraph pieces	compose narrative, descriptive, expository, and persuasive multi-paragraph pieces
proofread and revise to ensure that sentences are complete, interesting, and on topic	proofread and revise to ensure that sentences are complete, interesting, and on topic	proofread to ensure that sentences within a paragraph are complete, interesting, and connected to each other	proofread to ensure that sentences within a paragraph are complete, interesting, and connected to each other
proofread and edit, with assistance, for subject-verb agreement in sentences	proofread and edit, with assistance, for subject-verb agreement in sentences	proofread and edit, with increasing independence, for subject-verb agreement in sentences	proofread and edit for subject-verb agreement in sentences
combine simple sentences into compound sentences for variety and interest	combine sentences to form compound and complex sentences for variety, interest, and effectiveness of communication	combine sentences to form compound and complex sentences for variety, interest, and effectiveness of communication	combine sentences to form compound and complex sentences for variety, interest, and effectiveness of communication
proofread and edit to ensure that word choices are vivid and that they accurately convey the intended meaning	proofread and edit to ensure that word choices are vivid and that they accurately convey the intended meaning	proofread and edit to ensure that word choices are vivid and that they accurately convey the intended meaning	proofread and edit to ensure that word choices are vivid and that they accurately convey the intended meaning
extend personal vocabulary by using homonyms, antonyms, synonyms, and affixes	extend personal vocabulary by using homonyms, antonyms, synonyms, and affixes	extend personal vocabulary by using homonyms, antonyms, synonyms, and affixes	extend personal vocabulary by using homonyms, antonyms, synonyms, and affixes
use personal word lists that focus on individual need (e.g., words frequently misspelled in own writing, new vocabulary encountered through reading and writing)	use personal word lists that focus on individual need (e.g., words frequently misspelled in own writing, new vocabulary encountered through reading and writing)	use personal word lists that focus on individual need (e.g., words frequently misspelled in own writing, new vocabulary encountered through reading and writing)	use personal word lists that focus on individual need (e.g., words frequently misspelled in own writing, new vocabulary encountered through reading and writing)
proofread and edit for conventional spellings of written English in own and others' writing	proofread and edit for conventional spellings of written English in own and others' writing	proofread and edit for conventional spellings of written English in own and others' writing	proofread and edit for conventional spellings of written English in own and others' writing
use a variety of strategies to facilitate conventional spelling (e.g., relating sounds of unknown words to known words and spellings using phonetic patterns and generalizations, taking risks and attempting unknown spellings, using basic spelling rules, consulting resources such as dictionaries)	use a variety of strategies to facilitate conventional spelling (e.g., relating sounds of unknown words to known words and spellings using phonetic patterns and generalizations, taking risks and attempting unknown spellings, using basic spelling rules, consulting resources such as dictionaries)	use a variety of strategies to facilitate conventional spelling (e.g., relating sounds of unknown words to known words and spellings using phonetic patterns and generalizations, taking risks and attempting unknown spellings, using basic spelling rules, consulting resources such as dictionaries)	use a variety of strategies to facilitate conventional spelling (e.g., relating sounds of unknown words to known words and spellings using phonetic patterns and generalizations, taking risks and attempting unknown spellings, using basic spelling rules, consulting resources such as dictionaries)
proofread and edit for accurate punctuation and capitalization	proofread and edit for accurate punctuation and capitalization	proofread and edit for accurate punctuation and capitalization	proofread and edit for accurate punctuation and capitalization
polish final drafts, when required, using pre-established criteria appropriate to chosen format	polish final drafts, when required, using pre-established criteria appropriate to chosen format	polish final drafts, when required, using pre-established criteria appropriate to chosen format	polish final drafts, when required, using pre-established criteria appropriate to chosen format
share writing-in-progress and final drafts in various ways (e.g., Authors' Circle, publications)	share writing-in-progress and final drafts in various ways (e.g., Authors' Circle, publications)	share writing-in-progress and final drafts in various ways, and begin to self-select appropriate means of sharing	share writing-in-progress and final drafts in various ways, and begin to self-select appropriate means of sharing
identify, with assistance, personal strengths and needs as a writer	identify, with assistance, personal strengths and needs as a writer	identify, with some independence, personal strengths and needs as a writer	independently identify personal strengths and needs as a writer
participate in personal goal setting for own writing progress	participate in personal goal setting for own writing progress	independently and collaboratively, set personal goals for own writing progress	independently set personal goals for own writing progress
complete checklists as a means of reflecting and assessing specific writing knowledge, abilities, and attitudes	complete checklists as a means of reflecting and assessing specific writing knowledge, abilities, and attitudes	complete checklists as a means of reflecting and assessing specific writing knowledge, abilities, and attitudes	complete checklists as a means of reflecting and assessing specific writing knowledge, abilities, and attitudes
Students will extend their abilities to write fluently and confidently for a variety of purposes and audiences, employing appropriate formats.
write for a variety of purposes: to express feelings, ideas, and opinions; to explain, report, and inform; to explore ideas; to describe; to create personal and fictional narratives; to convince and influence others	write for a variety of purposes: to express feelings, ideas, and opinions; to explain, report, and inform; to explore ideas; to describe; to create personal and fictional narratives; to convince and influence others	write for a variety of purposes: to express feelings, ideas, and opinions; to explain, report, and inform; to explore ideas; to describe; to create personal and fictional narratives; to influence and persuade others	write for a variety of purposes: to express feelings, ideas, and opinions; to explain, report, and inform; to explore ideas; to describe; to create personal and fictional narratives; to influence and persuade others
write for familiar audiences including self, friends, peers, teacher, and experiment with writing for extended audiences in school (e.g., school newspaper)	write for familiar audiences including self, friends, peers, teacher, and experiment with writing for extended audiences in school and community (e.g., local paper)	write for a variety of familiar and extended audiences	write for a variety of familiar and extended audiences
recognize that the format or pattern within which ideas are expressed contributes to the effectiveness of the message	recognize that the format or pattern within which ideas are expressed contributes to the effectiveness of the message	recognize that the format or pattern within which ideas are expressed contributes to the effectiveness of the message	recognize that the format or pattern within which ideas are expressed contributes to the effectiveness of the message
experiment with a variety of narrative, descriptive, and explanatory forms of writing	experiment with a variety of narrative, descriptive, and explanatory forms of writing	compose in a variety of narrative, descriptive, and explanatory writing forms appropriate to topic, audience, and purpose	compose in a variety of narrative, descriptive, and explanatory writing forms appropriate to topic, audience, and purpose
experiment with a variety of other forms of writing (e.g., poems, letters)	experiment with a variety of other forms of writing (e.g., poems, letters)	compose in a variety of other forms of writing (e.g., poems, letters)	compose in a variety of other forms of writing (e.g., poems, letters)
sequence ideas and information appropriate to the chosen format	sequence ideas and information appropriate to the chosen format	organize ideas and information appropriate to the chosen format	organize ideas and information appropriate to the chosen format
practise writing effective beginnings and introductions (e.g., topic sentences, narrative hooks)	practise writing effective beginnings and introductions (e.g., topic sentences, narrative hooks)	write effective beginnings and introductions (e.g., topic sentences, opening paragraphs, narrative hooks)	write effective beginnings and introductions (e.g., topic sentences, opening paragraphs, narrative hooks)
practise writing effective endings and conclusions (e.g., concluding sentences, unexpected endings)	practise writing effective endings and conclusions (e.g., concluding sentences, unexpected endings)	write effective endings and conclusions (e.g., concluding sentences and paragraphs, unexpected endings)	write effective endings and conclusions (e.g., concluding sentences and paragraphs, unexpected endings)

Reading

Grade 6	Grade 7	Grade 8	Grade 9
Students will extend their abilities to recognize that reading is an active, constructive process.
recognize that reading is an active process in which readers interact with the text to construct meaning within the context of their own understanding and experiences	recognize that reading is an active process in which readers interact with the text to construct meaning within the context of their own understanding and experiences	recognize that reading is an active process in which readers interact with the text to construct meaning within the context of their own understanding and experiences	recognize that reading is an active process in which readers interact with the text to construct meaning within the context of their own understanding and experiences
value reading as a means of learning and enjoyment and read willingly when motivation is provided	value reading as a means of learning and enjoyment and read willingly when prompted	value reading as a means of learning and enjoyment and read for self-identified purposes	value reading as a means of learning and enjoyment and read avidly for self-initiated purposes
Students will extend their abilities to practise the behaviours of effective, strategic readers.
with prompting, draw on prior knowledge and experience when constructing meaning and responding to text	with prompting, draw on prior knowledge and experience when constructing meaning and responding to text	independently draw on prior knowledge and experiences when constructing meaning and responding to text	independently draw on prior knowledge and experiences when constructing meaning and responding to text
read with definite purpose in mind	read with definite purpose in mind	set purposes appropriately for their reading experiences	set purposes independently and appropriately for their reading experiences
give complete attention to the reading task	give complete attention to the reading task	focus exclusively on the reading task	focus exclusively on the reading task
select and use appropriate strategies for constructing meaning from text: make and confirm or correct predictions make connections to prior knowledge and experiences recognize main ideas recognize relevant supporting details use cues (graphophonic, syntactic, semantic, and pragmatic) reflect on and assess meaning as understood	select and use appropriate strategies for constructing meaning from text: make and confirm or correct predictions make connections to prior knowledge and experiences recognize main ideas recognize relevant supporting details use cues (graphophonic, syntactic, semantic, and pragmatic) reflect on and assess meaning as understood	select and use appropriate strategies for constructing meaning from text: make and confirm or correct predictions make connections to prior knowledge and experiences recognize main ideas recognize relevant supporting details use cues (graphophonic, syntactic, semantic, and pragmatic) infer meaning reflect on and assess meaning as understood	select and use appropriate strategies for constructing meaning from text: make and confirm or correct predictions make connections to prior knowledge and experiences recognize main ideas recognize relevant supporting details use cues (graphophonic, syntactic, semantic, and pragmatic) infer meaning reflect on and assess meaning as understood
match reading rate (skimming, scanning, careful reading) to specific purpose and difficulty of material when reading aloud and silently	match reading rate (skimming, scanning, careful reading) to specific purpose and difficulty of material when reading aloud and silently	adjust reading rate (skimming, scanning, careful reading) to specific purpose and difficulty of material when reading aloud and silently	adjust reading rate (skimming, scanning, careful reading) to specific purpose and difficulty of material when reading aloud and silently
relate, in own words, major ideas from reading and state reasons for likes or dislikes of topic or writer's craft	summarize major ideas from reading and state own view of topic or writer's craft	summarize major ideas from reading and state and justify own view of topic or writer's craft	paraphrase what is read and express a supported opinion about the topic or writer's craft
reflect on their personal and critical response to what they read, and share their responses with others	reflect on their personal and critical response to what they read, and share their responses with others	reflect on and evaluate their personal and critical responses to what they read, and consider alternative interpretations	reflect on and evaluate their personal and critical responses to what they read, and consider more complex or alternative interpretations
consider others' responses in reshaping and extending their own response	consider others' responses in reshaping and extending their own responses	consider others' responses in reshaping and extending their own responses	consider others' responses in reshaping and extending their own responses
seek additional information from other sources as needed or desired	seek additional information from other sources as needed or desired	seek additional information from other sources as needed or desired	seek additional information from other sources as needed or desired
Students will extend their abilities to read fluently and confidently a variety of texts for a variety of purposes.
read for a variety of purposes: to respond, to clarify and extend thinking, to gather information, for enjoyment and for appreciation	read for a variety of purposes: to respond, to clarify and extend thinking, to gather information, for enjoyment and for appreciation	read for a variety of purposes: to respond, to clarify and extend thinking, to gather information, for enjoyment and for appreciation	read for a variety of purposes: to respond, to clarify and extend thinking, to gather information, for enjoyment and for appreciation
recognize that literature can contribute to their understanding of themselves and their roles in the family and community	recognize and appreciate that literature can contribute to their understanding of themselves and their roles in the family and community	know and appreciate how literature can contribute to their understanding of themselves, their roles in the family and community, and their relationships with others	know and appreciate how literature can contribute to their understanding of themselves, their roles in the family and community, and their relationships with others
develop sensitivity to cultural groups other than their own through encounters with literary characters and events	develop sensitivity to cultural groups other than their own through encounters with literary characters and events	develop sensitivity to cultural groups other than their own through encounters with literary characters and events	develop sensitivity to cultural groups other than their own through encounters with literary characters and events
read willingly when motivation is provided	read willingly when prompted or when seeking relevant information	read willingly for self-identified and assigned purposes	read avidly for a variety of self-initiated and assigned purposes
identify with and develop a personal appreciation of characters in a story	identify with and develop a personal appreciation of characters in a story	compare the values expressed in literature to their own values by relating to characters and events	compare the values expressed in literature to their own values by relating to characters and events
describe characters from what they say and do, and from what other characters and the narrator say about them	describe characters from what they say and do, and from what other characters and the narrator say about them	analyze characters' growth (or lack of) from what they say and do, what other characters say about them, and what the narrator tells the reader about them	analyze the moral, social, and intellectual development of characters and how their growth (or lack of) affects the story
recognize that the author's experience, background, and culture influence the treatment of theme	recognize that the author's experience, background, and culture influence the treatment of theme	understand how the author's experience, background, and culture influence the treatment of theme	understand how the author's experience, background, and culture influence the treatment of theme
respond to an increasing variety of prose (fiction and nonfiction), poetry, and drama	make thoughtful and critical responses to the content and writer's craft in a wide variety of material	make thoughtful and critical responses to the content and writer's craft in a wide variety of material, and clearly support personal and critical responses with reference to the text	make thoughtful and critical responses to the content and writer's craft in a wide variety of material, and clearly support personal and critical responses with reference to the text
identify stereotyping in what they read and begin to recognize its negative impact on individuals and society	identify stereotyping in what they read and recognize its negative impact on individuals and society	identify prejudice, bias, and stereotyping in what they read and recognize its negative impact on individuals and society	understand the effects of prejudice, bias, and stereotyping in what they read and attempt to counteract these effects
use pre-reading, reading, and post-reading strategies, as directed, when reading to gather information and understand ideas	use pre-reading, reading, and post-reading strategies, as directed, when reading to gather information and understand ideas	independently use pre-reading, reading, and post-reading strategies effectively when reading to gather information and understand ideas	independently use pre-reading, reading, and post-reading strategies effectively when reading to gather information and understand ideas

Language Study Objectives

Language study is integrated into the total English language arts program. The language study objectives are not to be taught in isolation but should be addressed in the context of students' own speaking, listening, writing, and reading activities. When students encounter the study of language within the context of what they are doing, they are more likely to transfer their new learnings to their own work. The following language study skills and knowledge are not limited to a particular grade. At each grade level students will increase their abilities to understand and employ effective language skills and knowledge as required during their speaking, listening, writing, and reading experiences.

Students will extend their abilities to:

Understand and appreciate English as an evolving and complex communication tool that is affected by time, location, culture, and ethnicity.

• recognize that English is constantly changing
  
• investigate language origins, and the history of language and words
  
• identify existing words that have acquired new meanings
  
• identify words that have become obsolete
  
• explore words and phrases coined in Canada (Canadianisms)
  
• identify the uniqueness of regional language and literature
  
• appreciate and experience regional language and literature
  
• recognize that each individual uses language uniquely (idiolect)
  
• understand that many dialects of English are spoken in Canada
  
• examine dialogue in a variety of media to discover the power, beauty, and precision inherent in dialects other than standard English
  
• recognize that dialects differ in vocabulary, grammar, pronunciation, and accentuation
  
• recognize the sense of language diversity in Saskatchewan communities (especially their own)
• appreciate the origins and appropriate contexts for slang, jargon, common idioms, and colloquial language
  
• explore the vocabulary and language structures of specific subcultures
  
• understand and appreciate that English words have origins in other languages (e.g., Latin, Greek, French, German).
  
• explore contemporary influences on the evolution of the English language (e.g., jargon as a dialect of various groups and professions: science, technology, industry, sports, etc.).

Understand the factors that influence oral, written, and representative language choices.

• recognize that context is an important determinant of correctness and appropriateness of language choices and usage (e.g., audience, situation, purpose, format, and type of communication)
  
• recognize that there are different levels of language use (e.g., formal, informal, colloquial/idiomatic, faddish, or slang)
  
• understand that colloquial language and dialects are the informal language and vocabulary of specific regions, locales, or groups of people
  
• appreciate style and unique ways of using language for specific effects in oral and written forms.

Demonstrate respect and sensitivity toward unique individual, gender, and cultural communication styles and perspectives.

• recognize that differences in English are determined by location and heritage
  
• recognize that all speakers employ unique word choices, pronunciations, dialects, accents, and tones according to location and heritage
• identify factors that influence language choice (e.g., purpose, formal versus informal situations, social and cultural events)
  
• adapt to others' unique and cultural communication styles (e.g., enter into unfamiliar speaking experiences)
  
• be aware of the views and perspectives of others (e.g., explore the slang of various cultures)
  
• begin to appreciate the views and perspectives of others (e.g., encourage others to participate in group discussion)
  
• revise decisions, ideas, and opinions through interaction with others
  
• maintain an open-minded attitude to others' views
  
• demonstrate willingness to accept and encourage the views and perspectives of others
  
• invite others to share their views and perspectives
  
• accept others' views in a nonjudgemental way.

Use the conventions and structures of oral and written language to convey clear meaning.

• demonstrate an awareness of conventions and rules governing oral and written language to help audiences understand what is spoken or written
  
• use various sentence patterns (e.g., simple, compound, complex, interrogative, and exclamatory)
  
• combine simple sentences into compound and complex sentences for effectiveness and clarity of communication
  
• use the components of sentence structure to construct interesting and meaningful sentences (e.g., subject, predicate, object)
  
• use knowledge of subject-verb agreement to construct grammatically correct sentences
  
• recognize major word classes and their functions in conventional English patterns for purposes of improving classroom English (e.g., nouns, pronouns, verbs, adjectives, adverbs, prepositions)
  
• recognize and produce conventional spellings of written English
  
• use a variety of strategies to facilitate spelling:
  • using proofreading techniques
    
  • considering morphology or words related in meaning (usually share letter patterns)
    
  • visualizing new and difficult words
    
  • relating sounds of unknown words to known words and spellings, using phonetic patterns and generalizations
    
  • carefully pronouncing syllables or word parts (use audible cues)
    
  • taking risks and attempting spellings
    
  • consulting resources such as dictionary, thesaurus, word processor spell checks
    
  • applying basic spelling rules (e.g., drop the silent e and add ing, change y to i and add es)
  
  
• use abridged dictionaries when necessary to find the following information about words:
  • conventional English spelling and common alternate spellings
    
  • pronunciation as indicated by accents and diacritical marks
    
  • synonyms and antonyms
    
  • definitions
    
  • parts of speech
    
  • usage and register (e.g., colloquial, archaic, obsolete)
    
  • derivation or known origin of word
• develop personal word lists of the following to focus attention on need for correct spellings:
  • words frequently misspelled in own writing
    
  • new vocabulary encountered in literature and in various areas of study
    
  • words from any source that are of personal interest or challenge
  
  
• extend personal vocabulary by using homonyms, antonyms, and synonyms
  
• recognize the most common English affixes and use them to change word meanings (e.g., prefixes such as re, auto, un(i), mono, bi, co, dis; suffixes such as able, ate, ible, ation, ance)
  
• understand that learning a language includes learning the vocabulary, sound-symbol system, and word and sentence patterns
  
• distinguish between denotation and connotation of words and phrases
  
• compose effective paragraphs by using basic patterns appropriately (e.g., chronological ordering, order of importance)
  
• compose paragraphs which have a topic sentence, a body, and a concluding sentence
  
• employ the mechanics of punctuation and capitalization to clarify writing (e.g., quotation marks, commas, proper names capitalized).

Understand and use the language of literature and other media.

• recognize and use, when appropriate, figures of speech and figurative language (e.g., similes, metaphors, personification, idioms, puns)
  
• recognize and use a variety of literary devices/ techniques (e.g., flashbacks, foreshadowing, narrative hooks, unexpected endings).

Recognize that language and images can be used to influence others and demonstrate this knowledge in a variety of oral, written, and representational communication forms.

• become critically aware of language used to propagandize, persuade, camouflage, and mislead
  
• recognize propaganda as a means of persuasion (e.g., testimonial, bandwagon, name calling)
  
• use language to persuade (e.g., informal debate, mock advertising, persuasive prose, and speech).