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Grade One

Learning Outcomes Framework                        GRADE ONE            SPECIFIC CURRICULUM OUTCOMES       

English Language Arts - P-6


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

  • demonstrate active listening habits (skills) in multiple cultural contexts
  • ask and respond to questions to clarify information or gather further information
  • describe a personal experience in sequential order with at least 2 details 

    Ÿ  [Note to Teacher: Be mindful of different communication styles.]

  • express opinions and give simple explanations

  • begin to talk in focused  one to one conversations and contribute to small and large group interactions
  • begin to demonstrate comprehension of oral language by engaging in, responding to, and reflecting upon informal oral presentations with a growing awareness of audience and purpose
  • use simple, complete sentences with a growing vocabulary using some parts of speech and grammar correctly
  • respond to and give simple directions or instructions
            2.Students will interact with sensitivity and respect, considering audience, purpose, and situation.
  •   demonstrate a growing 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 tone, to communicate ideas and feelings in small and whole group situations considering purpose and audience

  • demonstrate a growing awareness of respectful and non-hurtful  vocabulary choices

  • begin to use  different kinds 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 : expand understanding of beginning concepts about print

    • uses finger pointing when reading
    • identify a growing number of high frequency words
    • use all sources of information (meaning, structure, visual) to search, monitor, check, and self-correct)
    • predict on the basis of what makes sense, what sounds right, and what looks right
    • monitor and self-correct more consistently, considering if it makes sense, sounds right, looks right
    • read independently with increasing stamina
    • use beginning consonants, ending consonants, or known word parts to word solve
    • begin to use punctuation to appropriately guide  reading with pauses, appropriate inflection
    • use some text features (e.g. table of contents to predict and locate information in a text)
    • read texts with understanding, within levels H–I

    View with Understanding (Print and Digital text)

    • use picture cues to support understanding
    • retell a simple narrative, making reference to vocabulary such as characters, problem, solution
    • identify the major points 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 better understand a text
    • discuss similarities and differences between texts written by the same author or on the same topic
    • visualize, to support comprehension, using a variety of  culturally relevant texts
    • begin to question culturally relevant texts
    • follow simple written directions

    Selecting (Print and Digital Texts)

    • talk about why particular texts are interesting to them
    • talk about information in texts based on print and pictures
    • select  just-right* texts with assistance and beginning independence
    • talk about one or more favorite authors
    • talk about texts with reference to titles, authors, and/or illustrators
    • identify whether a text is a poem, poster, letter, story, or information text

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

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

    • begins to use punctuation to guide intonation and expression, change the tone and emphasis for bold print
                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
    • ask questions about topics they are interested in
    • gather information from non-fiction print and digital texts and/or other sources
    • talk about information they have found in print and digital texts about a topic
          5.Students will respond personally and critically to a range of culturally diverse texts
    • discuss personal reactions to a print and/or digital text (e.g.favorite part, character, etc.)
    • talk about print and/or digital texts written about the same topic
    • begin to ask questions of text
    • talk about print and/or digital texts written by the same author or illustrated by the same illustrator
    • identify and use some text features of fiction and non-fiction texts that support comprehension
    • begin to develop an understanding and respect for diversity
    • back up their opinions with prior knowledge and/or experiences
    • 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 writing and other forms of representing convey meaning
    • express ideas in complete thoughts
    • label drawings to explain ideas/topics
    • 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, combination of letters with some sound associations and known words, a variety of poetry, fiction, and non-fiction texts to; explain thinking, feelings, and ideas; record experiences (e.g.recounts) and personal opinions in both print and/or digital format; to inform and communicate information
    • begin to explain the purpose for their writing
    • begin to make decisions about word choice for specific reasons—concrete nouns, precise verbs, description, etc.
    • create print and digital texts (draw or write) with a beginning, middle, and end
    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 different forms of print and digital  writing that are appropriate to specific purposes and audiences
    • identify print and digital  information that is relevant and purposeful for an intended audience
    • work with a partner, in small groups and independently, to create writing in both print and digital format
    • 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

    • Ÿprewriting
      • talk about the ideas they plan to write about
      • draw pictures to help develop ideas for writing
      • begin to use simple graphic organizers (such as the five-finger plan)
    • drafting
      • write some complete thoughts
      • match text to their drawings
      • write from left to right and from top to bottom consistently
      • use some conventional spacing
      • reread their writing to monitor meaning and message
    • revision
      • recognize where they can make changes to writing to clarify meaning
    • editing
      •  use environmental print to check some high-frequency words
      • begin to add a few grade-level conventions
    • proofreading
      • reread with a partner and/or teacher
    • publishing / information sharing
      • publish student-selected final pieces of writing that demonstrate grade-level traits and conventions

    Writing Traits

    • ideas
      • write several sentences on an identifiable topic, begin to elaborate on the topic
    • organization
      • experiment with a sense of flow, create a “how-to list.”
    • language use (sentence fluency, word choice, voice)
      • show some variety in sentence beginnings
      • continue to experiment with a variety of words
      • experiment with using attribute words—colour, size, shape, texture
      • experiment with using multi-sensory words (hearing, smell)
      • begin to use comparison words to distinguish one thing from another—size, shape, texture
      • use expressive language through storytelling, drawing, and/or writing
      • recognize voice across a growing range of texts
      • experiment through writing a growing connection to audience
    • writing conventions
      • write from left to right and from top to bottom
      • use spacing between words
      • begin to use capitals at the beginning of sentences and capital “I”
      • begin to write simple sentences as one complete thought

    Word Study (Word Work)


    • Ÿrhyming


      • recognize and generate spoken words that rhyme


    • segmenting


      • segment the sounds in a word with three to four sounds


    • Ÿisolating


      • identify the beginning, middle, and ending sounds in words


    • Ÿdeleting


      • delete beginning or ending sounds from words


    • blending
      • blend an increasing number of sounds to make a word (three to four or more)


    • Ÿsubstituting
      • use an increasing number of letters to represent sound

    See also
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