Menu
Search
Home / Outcomes / English Language Arts / Grade Primary

Grade Primary

Learning Outcomes Framework                        GRADE PRIMARY            SPECIFIC CURRICULUM OUTCOMES       

English Language Arts - P-6

 

 1. Students will communicate effectively and clearly and respond personally and critically.

  • begin to demonstrate active listening habits (skills) in multiple cultural contexts
  • begin to ask and respond to questions and seek information
  • describe a personal experience with at least one detail  [Note to Teacher: Be mindful of different communication styles.]
  • share ideas, express feelings, give simple descriptions, and express opinions (e.g I like, I don’t like…) with others in a variety of ways
  • engage in small- and whole-group conversation
  • engage in and respond to simple, informal oral presentation

  • usually use simple, complete sentences

  • begin to respond to and give simple directions or instructions

 
2. Students will interact with sensitivity and respect, considering   audience, purpose, and situation.
 
  • begin to develop an awareness of social conventions (turn-taking, politeness, when to speak, and when to listen) in group work and co-operative play, in multiple cultural contexts
  • begin to use expression and appropriate volume to communicate ideas and feelings
  • begin to develop an awareness of respectful and non-hurtful  vocabulary choices
  • begin to demonstrate that different styles of language are appropriate to different situations dependent upon audience and purpose
 
3. Students will demonstrate a variety of ways to comprehend and select from a range of culturally diverse texts.
 

Strategic Processing

  • understands beginning concepts about print
  • begin to search using meaning (picture  and background knowledge), structure/syntax and visual information (sometimes uses beginning consonants, ending consonants, or known word parts to word solve)
  • begin to monitor and self-correct using meaning, structure, and/or visual information
  • begin to read with increasing stamina
  • can identify punctuation and describe its use
  • Ÿ  read simple patterned texts and non-patterned texts, within levels C–D

View with Understanding (Print and Digital Text)

  • use picture cues to support understanding
  • talk about a narrative in terms of what happens in the beginning, middle, and end
  • talk about information in a non-fiction text
  • talk about a character’s personality in a fiction text
  • make predictions about what a text might be about or what might happen next
  • make personal connections to understand a text
  • discuss similarities and differences
  • between texts written by the same author or on the same topic
  • begin to visualize, to support comprehension, using a variety of  culturally relevant texts

 

Selecting (Print and Digital Texts)

  • talk about why particular texts are interesting
  • talk about learning from reading based on pictures and print
  • select just-right* texts with assistance and beginning independence *being mindful of interests and  background knowledge
  • reread a familiar text to practice reading smoothly and with expressions
  • Ÿ imitate the fluent reading of a short, familiar passage of a text

**being mindful of interests, background knowledge, and level

Fluency (Accuracy/Automaticity/Prosody [Rhythm and Intonation])

  • begin to show an awareness of what fluency sounds like
4.  Students will select, interpret, and combine information in multicultural contexts.
 
  • identify print and digital texts that are fiction and those that are non-fiction
  • find information in simple print and digital texts
  • ask questions about topics of interest
 
5. Students will respond personally and critically to a range of culturally diverse texts.
 
  • choose a face from a selection of faces (e.g. happy, sad, neutral) to represent feelings about a print and/or digital text
  • draw pictures (or pictures with labels and/or text) about personal reactions
  • talk about a personal reaction to a print and/or digital text (e.g. favorite part, character)
  • back up an opinion with prior knowledge and/or experiences
  • begin to ask questions of text
  • talk about print and/or digital texts written by the same author
  • talk about print and/or digital text written about the same topic
  • begin to develop an understanding and respect for diversity
  • discuss what they are wondering about and questions they have of texts
  • begin to recognize different points of view
 
6. Students will convey meaning by creating print and digital texts collaboratively and independently using imagination, personal experiences, and feelings.
 
  • understand that print carries a messages
  • play with words and sounds to express an idea
  • begin to label some drawings to explain some ideas/topics
  • begin to understand readers’/listeners’ comments to clarify meaning
 
7. Students will be expected to use writing and other forms of representation including digital to explore, clarify and reflect on their thoughts feeling and experiences and learnings. 
 
 
  • write, using drawings, a combination of letters with some sound associations, and known words to explain thinking, feelings, and ideas, to record experiences, record personal opinions, inform, and communicate information

  • talk about their writing and/or reading the text they wrote

  • talk about writing and/or reading the text written

  • create and record questions in both print and/or digital format 
  •  
    8. Students will be expected to create text including digital collaboratively and independently using a variety of forms for a range of audiences and purposes.
     
    • identify audiences for some of their writing
    • explain the reason for their writing (e.g., to remember an important event, to explain what happened, to thank a guest speaker, to share an idea with a classmate)
    • work with a partner, in small groups, and independently, to create writing (eg lists, notes, stories, poems)
    • use role plays to convey meaning (other ways of representing)
     9. Students will use a range of strategies to develop effective writing and media products to enhance their clarity, precision and effectiveness.

     Writing Processes

    • prewriting
      • talk about the ideas they plan to write about
      • begin to draw pictures to help develop ideas for writing
    • drafting
      • develop some complete thoughts through drawing, using letter-like forms, random letters, sound-symbol matching, and some words
      • write left to right and top to bottom most of the time
      • begin to use some conventional spacing
      • begin to reread their writing to monitor meaning and message
    • revision
      • add details to a picture
      • add labels to a picture
    • Ÿ  editing
      • observe and develop an awareness of a teacher-modelled editing process
    • Ÿ  proofreading
      • talk with teacher about scribbles/drawing and/or writing
    • Ÿ  publishing/information sharing
      • share and publish student-selected pieces of writing

    Writing Traits:

    • ideas
      • begin to develop a topic
      • begin to tell a story related to a topic (storytelling, drawing, and/or writing)
    • Ÿ organization
      • recognize a sense of flow (beginning, middle, and end) in writing
      • understand that print and illustrations go together

     

    • Ÿlanguage use (sentence fluency, word choice, voice)
      • create a thought with a beginning and end
      • begin to experiment with a variety of words
      • recognize voice through shared reading/read-aloud
      • begin to use personal expression through storytelling, drawing, and/or writing
      • begin to experiment with a connection to audience through storytelling, drawing, and/or writing
    • Ÿ  writing conventions
      • begin to write from left to right and from top to bottom
      • begin to use spacing between words

    Word Study (Word Work);

    • Ÿrhyming
      • generate rhyming words with a beginning sound prompt
    • segmenting
      • segment the sounds in a word with three sounds (CVC)
    • Ÿisolating
      • tell which word does not end with the same sound, with three spoken words
    • Ÿdeleting
      • delete ending sounds from words
    • Ÿblending
      • blend three sounds to make a word
    • Ÿ  substituting
      • add sounds to the beginning and ending of words, use the names of letters to spell words, begin to use letters to represent sound, demonstrate an awareness of letter-sound relationship (most)

     

     
     

     

     

    See also
    Recommend this page to a friend! Prepare to print