Language 2023

THE ONTARIO CURRICULUM
GRADES 1–8
Language
2023
This file is an extract and may not reflect or represent the full Ontario Curriculum.
Printed on 2023-09-03
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This curriculum policy replaces The Ontario Curriculum, Grades 1–8: Language, 2006. Beginning in
September 2023, all language programs for Grades 1 to 8 will be based on the expectations outlined in
this curriculum policy.

Contents
Cross-curricular and integrated learning ......................................................................................................5
Introduction ..............................................................................................................................................5
Integrated Learning ..................................................................................................................................6
Financial Literacy ......................................................................................................................................7
STEM Education ........................................................................................................................................7
Indigenous Education ...............................................................................................................................8
Literacy .....................................................................................................................................................9
Critical Thinking and Critical Literacy ......................................................................................................11
Mathematical Literacy ............................................................................................................................13
Environmental Education .......................................................................................................................14
Social-Emotional Learning Skills..............................................................................................................15
Assessment and Evaluation ........................................................................................................................17
Introduction ............................................................................................................................................17
Fundamental Principles ..........................................................................................................................17
Culturally Responsive and Relevant Assessment and Evaluation ...........................................................18
Learning Skills and Work Habits ..............................................................................................................20
Content Standards and Performance Standards ....................................................................................20
Assessment “for Learning” and “as Learning” ........................................................................................21
Evaluation ...............................................................................................................................................21
Reporting Student Achievement ............................................................................................................23
Categories of Knowledge and Skills ........................................................................................................24
Criteria and Descriptors ..........................................................................................................................24
Levels of Achievement ............................................................................................................................25
Sample Achievement Charts ...................................................................................................................26
Curriculum context .....................................................................................................................................42
Preface ....................................................................................................................................................42
Vision and Goals .....................................................................................................................................42
Principles Underlying the Language Curriculum .....................................................................................45
The Program in Language .......................................................................................................................46
The Strands in the Language Curriculum ................................................................................................48
Some Considerations for Program Planning in Language .......................................................................53
Cross-Curricular and Integrated Learning in Language ...........................................................................67

Assessment and Evaluation of Student Achievement ............................................................................69
Appendix A: Language Foundations Continuum for Reading and Writing, Grades 1–4, Overall
Expectation B2 ........................................................................................................................................75
Appendix B: Language Conventions Continuum for Reading and Writing, Grades 1–9, Overall
Expectation B3 ........................................................................................................................................75
Language, Grade 5 ......................................................................................................................................81
Expectations by strand............................................................................................................................81
A. Literacy Connections and Applications ...............................................................................................81
B. Foundations of Language....................................................................................................................83
C. Comprehension: Understanding and Responding to Texts ................................................................86
D. Composition: Expressing Ideas and Creating Texts ............................................................................89
Information for parents ..........................................................................................................................91
Language, Grade 6 ......................................................................................................................................91
Expectations by strand............................................................................................................................91
A. Literacy Connections and Applications ...............................................................................................91
B. Foundations of Language....................................................................................................................94
C. Comprehension: Understanding and Responding to Texts ................................................................96
D. Composition: Expressing Ideas and Creating Texts ..........................................................................100
Information for parents ........................................................................................................................102
Une publication équivalente est disponible en français sous le titre suivant : Le curriculum de l’Ontario
de la 1re à la 8e année – Français (2023)

Cross-curricular and integrated
learning
Introduction
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A variety of overarching perspectives, themes, and skills are intentionally incorporated by educators, on
an ongoing basis, into teaching and learning across all subjects and disciplines of the curriculum – they
are part of “cross-curricular learning”. Educators plan programs to include learning in these areas, which
are relevant in the context of most curriculum subjects, and are critical to students in navigating their
world. They range from environmental education, Indigenous education, and financial literacy to social-
emotional learning, critical literacy, mathematical literacy, and STEM education. These various themes,
perspectives, and skills are explored in this section.
Another approach to teaching and learning “across subjects” is called “integrated learning”. This
approach differs from cross-curricular learning because it involves combining curriculum expectations
from more than one subject in a single lesson, and evaluating student achievement of the expectations
within the respective subjects from which they are drawn.
Scope and Sequence Resource Guides
“Scope and sequence” resource guides are compilations of existing curriculum expectations, from all
subjects and disciplines, that relate to specific ministry priorities and initiatives. For example, scope and
sequence resource guides have been developed for environmental education (elementary and
secondary); financial literacy (elementary and secondary); First Nations, Métis, and Inuit connections
(elementary and secondary); and health and safety (elementary and secondary).
These documents identify expectations that involve learning about the particular topic, as well as
teacher supports that touch on the topic or that describe opportunities for addressing it. The teacher
supports include the examples, sample questions, teacher prompts, student responses, and/or
instructional tips that accompany the expectations and describe optional ways in which teachers can
elicit the learning described in the expectation. Teachers can glean ideas from the teacher supports,
based on their professional judgement and taking into account the interests of the students and the
local communities represented in their classrooms, for incorporating learning about these topics across
subjects. The scope and sequence resource guides can also support divisional/school planning on
particular topics or issues across classrooms and grades.

Integrated Learning
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Integrated learning engages students in a rich learning experience that helps them make connections
across subjects and brings the learning to life. Integrated learning provides students with opportunities
to work towards meeting expectations from two or more subjects within a single unit, lesson, or activity.
It can be a solution to the problems of fragmented learning and isolated skill instruction, because it
provides opportunities for students to learn and apply skills in meaningful contexts across subject
boundaries. In such contexts, students have opportunities to develop their ability to think and reason
and to transfer knowledge and skills from one subject area to another. Although the learning is
integrated, the specific knowledge and skills from the curriculum for each subject are taught.
Elementary Curriculum
By linking expectations from different subjects within a single unit, lesson, or activity, elementary
teachers can provide students with multiple opportunities to reinforce and demonstrate their
knowledge and skills in a variety of contexts. Teachers then evaluate student achievement in terms of
the individual expectations, towards assigning a grade for each of the subjects involved.
One example would be a unit linking expectations from the science and technology curriculum and from
the social studies curriculum. Connections can be made between these curricula in a number of areas –
for example, the use of natural resources, considered from a scientific and an economic perspective;
variations in habitat and ecosystems across the regions of Canada, exploring both the biology and the
geography of those regions; historical changes in technology; and the impact of science and technology
on various peoples and on the environment. In addition, a unit combining science and technology and
social studies expectations could teach inquiry/research skills common to the two subjects, while also
introducing approaches unique to each.
Secondary Curriculum
Ontario’s secondary curriculum is designed to provide opportunities for educators to integrate student
learning across disciplines and subjects. Some secondary expectations are written to implicitly connect
with and support content learning and skill development outlined in other curricula. For example, the
secondary math and science curricula are aligned so that students can apply what they learn in math to
what they are learning in the sciences. For instance, in Grade 11 and 12 math courses, students learn
the mathematical concepts needed to support learning in chemistry and physics courses in those grades.
As another example, expectations in social sciences and humanities are aligned with some of the
expectations in the English curriculum.

Financial Literacy
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The education system has a vital role to play in preparing young people to take their place as informed,
engaged, and knowledgeable citizens in the global economy. Financial literacy education can provide the
preparation Ontario students need to make informed decisions and choices in a complex and fast-
changing financial world.
Because making informed decisions about economic and financial matters has become an increasingly
complex undertaking in the modern world, students need to build knowledge and skills in a wide variety
of areas. In addition to learning about the specifics of saving, spending, borrowing, and investing,
students need to develop broader skills in problem solving, research and inquiry, decision making,
critical thinking, and critical literacy related to financial issues, so that they can analyse and manage the
risks that accompany various financial choices. They also need to develop an understanding of world
economic forces and the effects of those forces at the local, national, and global level. In order to make
wise choices, they will need to understand how such forces affect their own and their families’ economic
and financial circumstances. Finally, to become responsible citizens in the global economy, they will
need to understand the social, environmental, and ethical implications of their own choices as
consumers. For all of these reasons, financial literacy is an essential component of the education of
Ontario students in a twenty-first century context – one that can help ensure that Ontarians will
continue to prosper in the future.
Resource documents – The Ontario Curriculum, Grades 4–8: Financial Literacy Scope and Sequence of
Expectations, 2016 and The Ontario Curriculum, Grades 9–12: Financial Literacy Scope and Sequence of
Expectations, 2016 – have been prepared to assist teachers in bringing financial literacy into the
classroom. These documents identify the curriculum expectations and related examples and prompts, in
disciplines across the Ontario curriculum, through which students can acquire skills and knowledge
related to financial literacy.
STEM Education
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K–12 STEM education is the study of science, technology, engineering, and mathematics, including
cross-curricular and/or integrative study, and the application of those subjects in real-world contexts. As
students engage in STEM education, they develop transferable skills that they need to meet the
demands of today’s global economy and society.
STEM education helps students develop an understanding and appreciation of each of the core subjects
of mathematics, science, and technological education. At the same time, it supports a more holistic
understanding and application of skills and knowledge related to engineering design and innovation.

STEM learning integrates and applies concepts, processes, and ways of thinking associated with these
subjects to design solutions to real-world problems.
Engineering design and innovation engages students in applying the principles of science, technology,
and mathematics to develop economical and sustainable solutions to technical and complex societal
problems to meet human needs.
Among the transferable skills developed through STEM education are computational thinking, coding,
design thinking, innovating, use of the scientific method, scientific inquiry skills, and engineering design
skills. These skills are in high demand in today’s globally connected world, with its unprecedented
advancements in technology.
Approaches to STEM education may vary across Ontario schools. STEM subjects may be taught
separately, but with an effort to make cross-curricular connections a part of student learning. Problem-
solving application projects may be designed to combine two or more STEM subjects. Alternatively,
content from all four STEM subjects might be fully integrated to reinforce students' understanding of
each subject, by enhancing their understanding of the interrelationships among them, and by providing
the opportunity to apply a spectrum of knowledge and skills in novel ways in real-world contexts. As
STEM education is implemented, it is important to engage diverse perspectives and ways of thinking.
including those inherent in the arts and humanities. Diverse perspectives engage students in a variety of
creative and critical thinking processes that are essential for developing innovative and effective
solutions that impact communities or ecosystems.
A robust K–12 STEM education enables Ontario educators and students to become innovators and
leaders of change in society and the workforce, and creates opportunities in our diverse communities to
foster integrative thinking and problem solving.
Indigenous Education
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To move forward on their learning journey, students must have a solid understanding of where we have
been as a province and as a country. Consistent with Ontario’s vision for Indigenous education, all
students will have knowledge of the rich diversity of First Nations, Métis, and Inuit histories, cultures,
perspectives, and contributions, as well as an awareness of the importance of Indigenous ways of
knowing in a contemporary context. Ontario is committed to ensuring that First Nations, Métis, and Inuit
survivors and communities bring their perspectives to students’ learning about our shared history.
It is essential that learning activities and resources used to support Indigenous education are authentic
and accurate and do not perpetuate culturally and historically inaccurate ideas and understandings. It is
important for educators and schools to select resources that represent the uniqueness of First Nations,
Métis, and Inuit histories, perspectives, and world views authentically and respectfully. It is also
important to select resources that reflect local Indigenous communities as well as First Nations, Métis,
and Inuit individuals and communities from across Ontario and Canada. Resources that best support

Indigenous education feature Indigenous voices and narratives and are developed by, or in collaboration
with, First Nations, Métis, and Inuit communities. Schools can contact their board’s Indigenous lead and
work with their Indigenous Education Councils for assistance in evaluating and selecting resources.
Cultural Safety
It is important to create a learning environment that is respectful and that makes students feel safe and
comfortable not only physically, socially, and emotionally but also in terms of their cultural heritage. A
culturally safe learning environment is one in which students feel comfortable about expressing their
ideas, opinions, and needs and about responding authentically to topics that may be culturally sensitive.
Educators should be aware that some students may experience emotional reactions when learning
about issues that have affected their own lives, their family, and/or their community, such as the legacy
of the residential school system. Before addressing such topics in the classroom, teachers need to
consider how to prepare and debrief students, and they need to ensure that appropriate resources are
available to support students both inside and outside the classroom.
Literacy
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Literacy is the ability to use language and images in rich and varied forms to
read, write, listen, speak, view, represent, discuss, and think critically about
ideas. Literacy enables us to share information and to interact with others.
Literacy is an essential tool for personal growth and active participation in a
democratic society.
- Ontario Ministry of Education, Paying Attention to Literacy: Six Foundations

for Improvement in Literacy, K-12, 2013
The Importance of Literacy

Literacy1 continues to evolve as the world changes and its demands shift and become more complex. A
focus on literacy goes beyond traditional forms of reading and writing. Today’s students live with
technological innovations that previous generations never experienced. They are accustomed to
receiving information quickly, and often in a non-linear format, and they may engage in social
interactions using a variety of technologies.
Literacy skills are embedded in the expectations for all subjects and disciplines of the Ontario
curriculum. Each subject provides opportunities for literacy development, often in specialized ways.
Literacy needs to be explicitly taught in all subjects. Literacy demands, such as vocabulary acquisition
and accessing and managing information, become more complex across subjects and disciplines as
students progress through the grades.
The Scope of Literacy
In Ontario schools, all students are equipped with the literacy skills necessary to be critical and creative
thinkers, effective meaning-makers and communicators, collaborative co-learners, and innovative
problem-solvers. These are the skills that will enable them to achieve personal, career, and societal
goals. Students develop literacy skills as they think, express, and reflect.
In every subject, before, during, and after they read, view, listen, speak, or write, students select and
use a variety of literacy strategies and subject-specific processes. This helps them comprehend and
organize information and ideas, and communicate meaning. Teachers assist students in learning and
selecting appropriate literacy strategies based on assessment of their individual needs and learning
preferences.
Students learn to think, express, and reflect in discipline-specific ways. Teachers purposefully teach
students about the literacy demands of the particular subject area. Students learn the vocabulary and
terminology that are unique to a particular subject area and must be able to interpret symbols, charts
and diagrams. Cross-curricular and subject-specific literacy skills are essential to students’ success in all
subjects of the curriculum, and in all areas of their lives.
Critical Thinking and Critical Literacy

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Critical thinking is the process of thinking about ideas or situations in order to understand them fully,
identify their implications, make a judgement, and/or guide decision making. It is an essential
1This page has been adapted from Adolescent Literacy Learning, Adolescent Literacy Guide: A
Professional Learning Resource for Literacy, Grades 7–12. Revised 2016, pages 4–19, and the 2016
Student Achievement Literacy Planning Resource: Grades 7–12, page 7.

transferable skill that enables students to become independent, informed, and responsible members of
society, and so is a focus of learning across all subjects and disciplines. Critical thinking includes skills
such as questioning, predicting, analysing, synthesizing, examining opinions, identifying values and
issues, detecting bias, and distinguishing between alternatives. Students who are taught these skills
become critical thinkers who can move beyond superficial conclusions to a deeper understanding of the
issues they are examining. They are able to engage in an inquiry process in which they explore complex
and multifaceted issues, and questions for which there may be no clear-cut answers.
Students use critical-thinking skills when they assess, analyse, and/or evaluate the impact of something
and when they form an opinion and support that opinion with a rationale. In order to think critically,
students need to ask themselves effective questions in order to interpret information; detect bias in
their sources; determine why a source might express a particular bias; examine the opinions, perspec-
tives, and values of various groups and individuals; look for implied meaning; and use the information
gathered to form a personal opinion or stance, or a personal plan of action with regard to making a
difference.
Students approach critical thinking in various ways. Some students find it helpful to discuss their
thinking, asking questions and exploring ideas. Other students may take time to observe a situation or
consider a text carefully before commenting; they may prefer not to ask questions or express their
thoughts orally while they are thinking.
Critical literacy is the term used to refer to a particular aspect of critical thinking. Critical literacy
involves looking beyond the literal meaning of a text to determine what is present and what is missing,
in order to analyse and evaluate the text’s complete meaning and the author’s intent. Critical literacy is
concerned with issues related to fairness, equity, and social justice. Critically literate students adopt a
critical stance, asking what view of the world the text advances and whether they find this view
acceptable, who benefits from the text, and how the reader is influenced.
Critically literate students understand that meaning is not found in texts in isolation. People make sense
of a text, or determine what a text means, in a variety of ways. Students therefore need to take into
account: points of view (e.g., those of people from various cultures); context (e.g., the beliefs and
practices of the time and place in which a text was created and those in which it is being read or
viewed); the background of the person who is interacting with the text (e.g., upbringing, friends,
communities, education, experiences); intertextuality (e.g., information that a reader or viewer brings to
a text from other texts experienced previously); gaps in the text (e.g., information that is left out and
that the reader or viewer must fill in); and silences in the text (e.g., the absence of the voices of certain
people or groups).
Students who are critically literate are able, for example, to actively analyse media messages and
determine possible motives and underlying messages. They are able to determine what biases might be
contained in texts, media, and resource material and why that might be, how the content of these
materials might be determined and by whom, and whose perspectives might have been left out and
why. Only then are students equipped to produce their own interpretation of an issue. Opportunities
should be provided for students to engage in a critical discussion of “texts”, including books and
textbooks, television programs, movies, documentaries, web pages, advertising, music, gestures, oral

texts, newspaper and magazine articles, letters, cultural text forms, stories, and other forms of
expression. Such discussions empower students to understand the impact on members of society that
was intended by the text’s creators. Language and communication are never neutral: they are used to
inform, entertain, persuade, and manipulate.
The literacy skill of metacognition supports students’ ability to think critically through reflection on their
own thought processes. Acquiring and using metacognitive skills has emerged as a powerful approach
for promoting a focus on thinking skills in literacy and across all disciplines, and for empowering
students with the skills needed to monitor their own learning. As they reflect on their strengths and
needs, students are encouraged to advocate for themselves to get the support they need in order to
achieve their goals.
Mathematical Literacy
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Mathematical literacy is an individual’s capacity to formulate, employ, and
interpret mathematics in a variety of contexts. It includes reasoning
mathematically and using mathematical concepts, procedures, facts, and tools
to describe, explain, and predict phenomena. It assists individuals to recognize
the role that mathematics plays in the world and to make the well-founded
judgments and decisions needed by constructive, engaged, and reflective
citizens.
- Council of Ministers of Education, Canada (CMEC), Measuring Up: Canadian

Results of the OECD PISA Study, 2016, p. 10
The Importance of Mathematical Literacy2
Mathematical literacy involves more than executing procedures. It implies a knowledge base and the
competence and confidence to apply this knowledge in the practical world. A mathematically literate
person can estimate; interpret data; solve day-to-day problems; reason in numerical, graphical, and
geometric situations; and communicate using mathematics.
As knowledge expands and the economy evolves, more people are working with technologies or
working in settings where mathematics is a cornerstone. Problem solving, the processing of information,
2Adapted from Leading Math Success: Mathematical Literacy, Grades 7–12 – The Report of the Expert
Panel on Student Success in Ontario, 2004, pages 10 and 24.

and communication are becoming routine job requirements. Outside the workplace, mathematics arises
in many everyday situations. Mathematical literacy is necessary both at work and in daily life.
Mathematical literacy is as important as proficiency in reading and writing. Mathematics is so entwined

with today’s way of life that we cannot fully comprehend the information that surrounds us without a
basic understanding of mathematical ideas. Confidence and competence in mathematics lead to
productive participation in today’s complex information society, and open the door to opportunity.
The Scope of Mathematical Literacy
Mathematical literacy encompasses the ability to:
• estimate in numerical or geometric situations

• know and understand mathematical concepts and procedures
• question, reason, and solve problems
• make connections within mathematics and between mathematics and life
• generate, interpret, and compare data
• communicate mathematical reasoning
Mathematical literacy has several dimensions – for example, numerical literacy, spatial literacy, and data
literacy – and extends beyond the mathematics classroom to other fields of study.
Teachers should take advantage of the abundant opportunities that exist for fostering mathematical
literacy across the curriculum. All teachers have a responsibility to communicate the view that all
students can and should do mathematics.
Environmental Education
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Environmental education is both the responsibility of the entire education community and a rich
opportunity for cross-curricular learning. It can be taught across subjects and grades, providing context
that can enrich and enliven learning in all subject areas. It also provides opportunities for critical
thinking, learning about citizenship, and developing personal responsibility. It offers students the
opportunity to develop a deeper understanding of themselves, their role in society, and their
dependence on one another and on the Earth’s natural systems.
The curriculum provides opportunities for students to learn about environmental processes, issues, and
solutions, and to demonstrate their learning as they practise and promote environmental stewardship at
school and in their communities.
Acting Today, Shaping Tomorrow: A Policy Framework for Environmental Education in Ontario Schools
outlines an approach to environmental education that recognizes the need for all Ontario students to

learn “in, about and/or for” the environment, and promotes environmental responsibility on the part of
students, school staff, and leaders at all levels of the education system.
Resource documents – The Ontario Curriculum, Grades 1–8 and The Kindergarten Program:
Environmental Education, Scope and Sequence of Expectations, 2017 and The Ontario Curriculum,
Grades 9–12: Environmental Education, Scope and Sequence of Expectations, 2017 – have been
prepared to assist teachers in planning lessons that integrate environmental education with other
subject areas. They identify curriculum expectations and related examples and prompts in disciplines
across the Ontario curriculum that provide opportunities for student learning “in, about, and/or for” the
environment. Teachers can use these documents to plan lessons that relate explicitly to the
environment, or they can draw on them for opportunities to use the environment as the context for
learning. These documents can also be used to make curriculum connections to school-wide
environmental initiatives.
Social-Emotional Learning Skills

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The development of social-emotional learning (SEL) skills helps students foster overall health and well-
being, positive mental health, and the ability to learn, build resilience, and thrive.
Students will learn skills to: So that they can:

• identify and manage emotions • express their feelings and understand the
feelings of others
• recognize sources of stress and cope with • develop personal resilience

challenges
• maintain positive motivation and • foster a sense of optimism and hope

perseverance
• build relationships and communicate • support healthy relationships and respect

effectively diversity
• develop self-awareness and self- • develop a sense of identity and belonging

confidence
• think critically and creatively • make informed decisions and solve

problems
Social-emotional learning skills are an explicit component of learning in the elementary health and
physical education curriculum. However, there are opportunities for students to develop SEL skills in
connection with their learning in all subjects and disciplines. Skills to support mental health and well-

being can be developed across the curriculum, in the context of school activities, at home, and in the
community.
It is beneficial for students to make connections between SEL skills, transferable skills, and learning skills
and work habits (see Growing Success, 2010, Chapter 2). Taken together, these interrelated skills
support students’ overall health and well-being, positive mental health, and the ability to learn and to
become lifelong learners. They enhance students’ experience in school and beyond, preparing them to
succeed personally and to become economically productive and actively engaged citizens. School
Mental Health Ontario (SMHO) has resources to support the development of social-emotional learning
in Ontario schools.

Assessment and Evaluation
Introduction
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Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, First Edition, Covering
Grades 1 to 12, 2010 sets out the Ministry of Education’s assessment, evaluation, and reporting policy.
The policy aims to maintain high standards, improve student learning, and benefit students, parents3,
and teachers in elementary and secondary schools across the province. Successful implementation of
this policy depends on the professional judgement4 of educators at all levels as well as on their ability to
work together and to build trust and confidence among parents and students.
A brief summary of some major aspects of the current assessment, evaluation, and reporting policy is
given below. Teachers should refer to Growing Success for more detailed information.
Fundamental Principles
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The primary purpose of assessment and evaluation is to improve student learning.
The seven fundamental principles given below (excerpted from Growing Success, page 6) lay the
foundation for rich and challenging practice. When these principles are fully understood and observed
by all teachers, they will guide the collection of meaningful information that will help inform
instructional decisions, promote student engagement, and improve student learning.
To ensure that assessment, evaluation, and reporting are valid and reliable, and that they lead to the
improvement of learning for all students, teachers use practices and procedures that:
• are fair, transparent, and equitable;

• support all students;
3 The word parent(s) is used on this website to refer to parent(s) and guardian(s). It may also be taken to
include caregivers or close family members who are responsible for raising the child.
4 “Professional judgement”, as defined in Growing Success (p. 152), is “judgement that is informed by
professional knowledge of curriculum expectations, context, evidence of learning, methods of
instruction and assessment, and the criteria and standards that indicate success in student learning. In
professional practice, judgement involves a purposeful and systematic thinking process that evolves in
terms of accuracy and insight with ongoing reflection and self-correction”.

• are carefully planned to relate to the curriculum expectations and learning goals and, as much
as possible, to the interests, learning styles and preferences, needs, and experiences of all
students;
• are communicated clearly to students and parents at the beginning of the school year or course
and at other appropriate points throughout the school year or course;
• are ongoing, varied in nature, and administered over a period of time to provide multiple
opportunities for students to demonstrate the full range of their learning;
• provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support
improved learning and achievement;
• develop students’ self-assessment skills to enable them to assess their own learning, set specific
goals, and plan next steps for their learning.
Culturally Responsive and Relevant Assessment and

Evaluation
Culturally responsive and relevant pedagogy (CRRP) reflects and affirms students’ cultural and social
identities, languages, and family structures. It involves careful acknowledgement, respect, and
understanding of the similarities and differences among students, and between students and teachers,
in order to respond effectively to student thinking and promote student learning.
Engaging in assessment from a CRRP stance requires that teachers gain awareness of and reflect on their
own beliefs about who a learner is and what they can achieve (see the questions for consideration
provided below). In this process, teachers engage in continual self-reflection – and the critical analysis of
various data – to understand and address the ways in which teacher identity and bias affect the
assessment and evaluation of student learning. Assessment from a CRRP stance starts with having a
deep knowledge of every student and an understanding of how they learn best.
The primary purpose of assessment is to improve student learning. Assessment for learning creates
opportunities for teachers to intentionally learn about each student and their sociocultural and linguistic
background in order to gather a variety of evidence about their learning in a way that is reflective of and
responsive to each student’s strengths, experiences, interests, and cultural ways of knowing. Ongoing
descriptive feedback and responsive coaching are essential for improving student learning.
Teachers engage in assessment as learning by creating ongoing opportunities for all students to develop
their capacity to be confident, independent, autonomous learners who set individual goals, monitor
their own progress, determine next steps, and reflect on their thinking and learning in relation to
learning goals and curriculum expectations. One way in which teachers differentiate assessment is by
providing tasks that allow multiple entry points for all students and that enable all students to design
and create personally meaningful assignments, projects, performances, and other demonstrations of
their learning.

Assessment of learning is used by the teacher to summarize student learning at a given point in time.
This summary is used to make judgements about the quality of student learning on the basis of
established criteria, to assign a value to represent that quality, and to support the communication of
information about achievement to each student and to parents, teachers, and others.
The evidence that is collected about student learning, including through observations and conversations
as well as student products, should reflect and affirm the student’s lived experiences within their school,
home, and community, their learning strengths, and their knowledge of concepts and skills. This process
of triangulating evidence of student learning allows teachers to improve their understanding of how
each student is progressing in their learning.
When teachers engage in the process of examining their own biases regarding classroom assessment
and evaluation practices, they might consider some of the following questions:
• Are the tasks accessible to, and inclusive of, all learners? Do the tasks include appropriate and
varied entry points for all students?
• Do the tasks connect to students' prior learning and give them opportunities to be sense makers
and to integrate their new learning? Do the selected tasks reflect students’ identities and lived
experiences?
• Do all students have equitable access to the tools they need to complete the tasks being set?
• What opportunities can teachers build into their practice to offer students descriptive feedback
to enhance learning? Are graded assessment tasks used in a way that complements the use of
descriptive feedback for growth?
• How can information be conveyed about students’ learning progress to students and parents in
an ongoing and meaningful way?
• What is the purpose of assigning and grading a specific task or activity? Are student choice and
agency considered?
• How do teacher biases influence decisions about what tasks or activities are chosen for
assessment?
Learning Skills and Work Habits

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The development of learning skills and work habits is an integral part of a student’s learning. To the
extent possible, however, the evaluation of learning skills and work habits, apart from any that may be
included as part of a curriculum expectation in a course, should not be considered in the determination
of a student’s grades. Assessing, evaluating, and reporting on the achievement of curriculum
expectations and on the demonstration of learning skills and work habits separately allows teachers to
provide information to the parents and student that is specific to each of these two areas.
The six learning skills and work habits are responsibility, organization, independent work, collaboration,
initiative, and self-regulation.

Content Standards and Performance Standards
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The Ontario curriculum for Grades 1 to 12 comprises content standards and performance standards.
Assessment and evaluation will be based on both the content standards and the performance standards.
The content standards are the overall and specific curriculum expectations given in the curriculum for
every subject and discipline.
The performance standards are outlined in the achievement chart, also provided in the curriculum for
every subject and discipline (each achievement chart is specific to the subject/discipline; see the sample
charts provided). The achievement chart is a standard province-wide guide and is to be used by all
teachers as a framework for assessing and evaluating student achievement of the expectations in the
particular subject or discipline. It enables teachers to make consistent judgements about the quality of
student learning, based on clear performance standards and on a body of evidence collected over time.
It also provides teachers with a foundation for developing clear and specific feedback for students and
parents.
The purposes of the achievement chart are to:
• provide a common framework that encompasses all curriculum expectations for all
subjects/courses across the grades;
• guide the development of high-quality assessment tasks and tools (including rubrics);
• help teachers plan instruction for learning;
• provide a basis for consistent and meaningful feedback to students in relation to provincial
content and performance standards;
• establish categories and criteria for assessing and evaluating students’ learning.
Assessment “for Learning” and “as Learning”

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Assessment is the process of gathering information that accurately reflects how well a student is
achieving the curriculum expectations in a grade or course. The primary purpose of assessment is to
improve student learning. Assessment for the purpose of improving student learning is seen as both
“assessment for learning” and “assessment as learning”. As part of assessment for learning, teachers
provide students with descriptive feedback and coaching for improvement. Teachers engage in
assessment as learning by helping all students develop their capacity to be independent, autonomous
learners who are able to set individual goals, monitor their own progress, determine next steps, and
reflect on their thinking and learning.

As essential steps in assessment for learning and as learning, teachers need to:
• plan assessment concurrently and integrate it seamlessly with instruction;

• share learning goals and success criteria with students at the outset of learning to ensure that
students and teachers have a common and shared understanding of these goals and criteria as
learning progresses;
• gather information about student learning before, during, and at or near the end of a period of
instruction, using a variety of assessment strategies and tools;
• use assessment to inform instruction, guide next steps, and help students monitor their
progress towards achieving their learning goals;
• analyse and interpret evidence of learning;
• give and receive specific and timely descriptive feedback about student learning;
• help students to develop skills of peer assessment and self-assessment.
Evaluation
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Evaluation refers to the process of judging the quality of student learning on the basis of established
performance standards, and assigning a value to represent that quality. Evaluation accurately
summarizes and communicates to parents, other teachers, employers, institutions of further education,
and students themselves what students know and can do with respect to the overall curriculum
expectations. Evaluation is based on assessment of learning that provides evidence of student
achievement at strategic times throughout the course, often at the end of a period of learning.
All curriculum expectations must be accounted for in instruction and assessment, but evaluation focuses
on students’ achievement of the overall expectations5. Each student’s achievement of the overall
expectations is evaluated on the basis of the student’s achievement of related specific expectations. The
overall expectations are broad in nature, and the specific expectations define the particular content or
scope of the knowledge and skills referred to in the overall expectations. Teachers will use their
professional judgement to determine which specific expectations should be used to evaluate
achievement of the overall expectations, and which ones will be accounted for in instruction and
assessment but not necessarily evaluated.
Determining a report card grade involves the interpretation of evidence collected through observations,
conversations, and student products (tests/exams, assignments for evaluation), combined with the
5Beginning in the 2021–22 school year, schools are asked not to assess, evaluate or report on the
overall expectations related to social-emotional learning skills in The Ontario Curriculum, Grades 1–8,
Mathematics (2020) and The Ontario Curriculum, Grades 1–8, Health and Physical Education (2019). It is
the ministry’s expectation that instruction of the social-emotional learning skills will continue while
educators engage in ongoing professional learning.

teacher’s professional judgement and consideration of factors such as the number of tests/exams or
assignments for evaluation that were not completed or submitted and the fact that some evidence may
carry greater weight than other evidence.
Secondary
Seventy per cent of the final grade (a percentage mark) in a course will be based on evaluation
conducted throughout the course. This portion of the grade should reflect the student’s most consistent
level of achievement, with special consideration given to more recent evidence. Thirty per cent will be
based on a final evaluation administered at or towards the end of the course. This evaluation will be
based on evidence from one or a combination of the following: an examination, a performance, an
essay, and/or another method of evaluation suitable to the course content. The final evaluation allows
the student an opportunity to demonstrate comprehensive achievement of the overall expectations for
the course.
Reporting Student Achievement

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Elementary
Three formal report cards are issued in Ontario’s publicly funded elementary schools, as described
below.
The Elementary Progress Report Card shows a student’s development of learning skills and work habits
during the fall of the school year, as well as the student’s general progress in working towards
achievement of the curriculum expectations in each subject (reported as “progressing very well”,
“progressing well”, or “progressing with difficulty”).
The Elementary Provincial Report Card shows a student’s achievement at specific points in the school
year. The first Provincial Report Card reflects student achievement of the overall curriculum
expectations introduced and developed from September to January/February of the school year, as well
as the student’s development of learning skills and work habits during that period. The second reflects
achievement of curriculum expectations introduced or further developed from January/February to
June, as well as further development of learning skills and work habits during that period. The Provincial
Report Card for Grades 1–6 uses letter grades; the report card for Grades 7 and 8 uses percentage
grades.
Secondary
The Provincial Report Card, Grades 9–12, shows a student’s achievement at specific points in the school
year or semester. There are two formal reporting periods for a semestered course and three formal

reporting periods for a non-semestered course. The reports reflect student achievement of the overall
curriculum expectations, as well as development of learning skills and work habits.
Communication with parents and students
Although there are formal reporting periods, communication with parents and students about student
achievement should be continuous throughout the year or course, by a variety of means, such as
parent-teacher or parent-student-teacher conferences, portfolios of student work, student-led
conferences, interviews, phone calls, checklists, and informal reports. Communication about student
achievement should be designed to provide detailed information that will encourage students to set
goals for learning, help teachers to establish plans for teaching, and assist parents in supporting learning
at home.
Categories of Knowledge and Skills

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The categories represent four broad areas of knowledge and skills within which the expectations for any
given subject or course can be organized. The four categories should be considered as interrelated,
reflecting the wholeness and interconnectedness of learning.
The categories help teachers focus not only on students’ acquisition of knowledge but also on their
development of the skills of thinking, communication, and application.
The categories of knowledge and skills are as follows:
Knowledge and Understanding. Subject-specific content acquired in each grade or course (knowledge),
and the comprehension of its meaning and significance (understanding).
Thinking. The use of critical and creative thinking skills and/or processes.
Communication. The conveying of meaning and expression through various forms.
Application. The use of knowledge and skills to make connections within and between various contexts.
In all subjects and courses, students should be given numerous and varied opportunities to demonstrate
the full extent of their achievement of the curriculum expectations across all four categories of
knowledge and skills.
Teachers will ensure that student learning is assessed and evaluated in a balanced manner with respect
to the four categories, and that achievement of particular expectations is considered within the
appropriate categories. The emphasis on “balance” reflects the fact that all categories of the
achievement chart are important and need to be a part of the process of instruction, learning,
assessment, and evaluation. However, it also indicates that for different courses, the relative

importance of each of the categories may vary. The importance accorded to each of the four categories
in assessment and evaluation should reflect the emphasis accorded to them in the curriculum
expectations for the subject or course and in instructional practice.
Criteria and Descriptors

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To further guide teachers in their assessment and evaluation of student learning, the achievement chart
provides “criteria” and “descriptors”.
A set of criteria is identified for each category in the achievement chart. The criteria are subsets of the
knowledge and skills that define the category. The criteria identify the aspects of student performance
that are assessed and/or evaluated, and they serve as a guide to what teachers look for. Each curriculum
has subject- or discipline-specific criteria and descriptors. For example, in the English curriculum, in the
Knowledge and Understanding category, the criteria are “knowledge of content” and “understanding of
content”. The former includes examples such as forms of text and elements of style, and the latter
includes examples such as relationships among facts. “Descriptors” indicate the characteristics of the
student’s performance, with respect to a particular criterion, on which assessment or evaluation is
focused. Effectiveness is the descriptor used for each of the criteria in the Thinking, Communication, and
Application categories. What constitutes effectiveness in any given performance task will vary with the
particular criterion being considered. Assessment of effectiveness may therefore focus on a quality such
as appropriateness, clarity, accuracy, precision, logic, relevance, significance, fluency, flexibility, depth,
or breadth, as appropriate for the particular criterion.
Levels of Achievement
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The achievement chart also identifies four levels of achievement, defined as follows:
Level 1 represents achievement that falls much below the provincial standard. The student
demonstrates the specified knowledge and skills with limited effectiveness. Students must work at
significantly improving in specific areas, as necessary, if they are to be successful in a subject or course in
the next grade.
Level 2 represents achievement that approaches the standard. The student demonstrates the specified
knowledge and skills with some effectiveness. Students performing at this level need to work on
identified learning gaps to ensure future success.

Level 3 represents the provincial standard for achievement. The student demonstrates the specified
knowledge and skills with considerable effectiveness. Parents of students achieving at level 3 can be
confident that their children will be prepared for work in subsequent grades or courses.
Level 4 identifies achievement that surpasses the provincial standard. The student demonstrates the
specified knowledge and skills with a high degree of effectiveness. However, achievement at level 4 does
not mean that the student has achieved expectations beyond those specified for the grade or course.
Specific “qualifiers” are used with the descriptors in the achievement chart to describe student
performance at each of the four levels of achievement – the qualifier limited is used for level 1; some for
level 2; considerable for level 3; and a high degree of or thorough for level 4. Hence, achievement at
level 3 in the Thinking category for the criterion “use of planning skills” would be described in the
achievement chart as “[The student] uses planning skills with considerable effectiveness”.
Sample Achievement Charts

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Three samples of the achievement chart are provided, from the following subjects/disciplines:
• The Arts, Grades 1–8

• Science and Technology, Grades 1–8
• English, Grades 11 and 12
These three samples illustrate the consistent characteristics of the performance standards across all
subjects and disciplines and across all grades. The samples also illustrate how the achievement chart
varies – particularly with respect to the examples provided for the criteria in each category – to reflect
the nature of the particular subject or discipline. For instance, the examples for the criterion
“Application of knowledge and skills” in the Application category of the achievement chart for the arts
include performance skills, composition, and choreography, whereas those for science and technology
include investigation skills and safe use of equipment and technology.
As discussed in the preceding sections, the achievement chart identifies four categories of knowledge
and skills and four levels of achievement in the particular subject/discipline.
The Achievement Chart for The Arts, Grades 1–8

Knowledge and Understanding – Subject-specific content acquired in each grade (knowledge), and
the comprehension of its meaning and significance (understanding)
Categories Level 1 Level 2 Level 3 Level 4
The student:
Knowledge of content (e.g., demonstrates demonstrates demonstrates demonstrates
facts, genres, terms, limited some considerable thorough
definitions, techniques, knowledge of knowledge of knowledge of knowledge of
elements, principles, forms, content content content content
structures, conventions)
Understanding of content demonstrates demonstrates demonstrates demonstrates
(e.g., concepts, ideas, limited some considerable thorough
procedures, processes, understanding understanding understanding understanding
themes, relationships among of content of content of content of content
elements, informed opinions)
Thinking – The use of critical and creative thinking skills and/or processes
The student:
Use of planning skills (e.g., uses planning uses planning uses planning uses planning
formulating questions, skills with skills with skills with skills with a
generating ideas, gathering limited some considerable high degree of
information, focusing effectiveness effectiveness effectiveness effectiveness
research, outlining, organizing
an arts presentation or
project, brainstorming/
bodystorming, blocking,
sketching, using visual
organizers, listing goals in a
rehearsal log, inventing
notation)
Use of processing skills (e.g., uses uses uses uses
analysing, evaluating, processing processing processing processing
inferring, interpreting, editing, skills with skills with skills with skills with a
revising, refining, forming limited some considerable high degree of
conclusions, detecting bias, effectiveness effectiveness effectiveness effectiveness
synthesizing)
Use of critical/creative uses critical/ uses critical/ uses critical/ uses critical/
thinking processes (e.g., creative creative creative creative
creative and analytical thinking thinking thinking thinking
processes, design process, processes with processes with processes with processes with
exploration of the elements, limited some considerable a high degree
problem solving, reflection, effectiveness effectiveness effectiveness of
elaboration, oral discourse, effectiveness
evaluation, critical literacy,
metacognition, invention,
critiquing, reviewing)
Communication – The conveying of meaning through various forms

The student:
Expression and organization expresses and expresses and expresses and expresses and
of ideas and understandings organizes ideas organizes ideas organizes ideas organizes ideas
in art forms (dance, drama, and and and and
music, and the visual arts), understandings understandings understandings understandings
including media/ multimedia with limited with some with with a high
forms (e.g., expression of effectiveness effectiveness considerable degree of
ideas and feelings using effectiveness effectiveness
visuals, movements, the voice,
gestures, phrasing,
techniques), and in oral and
written forms (e.g., clear
expression and logical
organization in critical
responses to art works and
informed opinion pieces)
Communication for different communicates communicates communicates communicates
audiences (e.g., peers, adults, for different for different for different for different
younger children) and audiences and audiences audiences and audiences and
purposes through the arts purposes with and purposes purposes with purposes with
(e.g., drama presentations, limited with some considerable a high degree
visual arts exhibitions, dance effectiveness effectiveness effectiveness of
and music performances) and effectiveness
in oral and written forms
(e.g., debates, analyses)
Use of conventions in dance, uses uses uses uses
drama, music, and the visual conventions, conventions, conventions, conventions,
arts (e.g., allegory, narrative vocabulary, vocabulary, vocabulary, vocabulary,
or symbolic representation, and and and and
style, articulation, drama terminology of terminology of terminology of terminology of
conventions, choreographic the arts with the arts with the arts with the arts with a
forms, movement vocabulary) limited some considerable high degree of
and arts vocabulary and effectiveness effectiveness effectiveness effectiveness
terminology in oral and
written forms
Application – The use of knowledge and skills to make connections within and between various
contexts

The student:

Application of knowledge applies applies applies applies
and skills (e.g., performance knowledge and knowledge and knowledge and knowledge and
skills, skills in familiar skills in familiar skills in familiar skills in familiar
composition, choreography, contexts with contexts with contexts with contexts with a
elements, principles, limited some considerable high degree of
processes, technologies, effectiveness effectiveness effectiveness effectiveness
techniques, strategies,
conventions) in familiar
contexts (e.g., guided
improvisation, performance of
a familiar work, use of
familiar forms)
Transfer of knowledge and transfers transfers transfers transfers
skills (e.g., concepts, knowledge and knowledge and knowledge and knowledge and
strategies, processes, skills to new skills to new skills to new skills to new
techniques) to new contexts contexts with contexts with contexts with contexts with a
(e.g., a work requiring stylistic limited some considerable high degree of
variation, an original effectiveness effectiveness effectiveness effectiveness
composition, student-led
choreography, an
interdisciplinary or
multidisciplinary project)
Making connections within makes makes makes makes
and between various connections connections connections connections
contexts (e.g., between the within and within and within and within and
arts; between the arts and between between between between
personal experiences and the various various various various
world outside the school; contexts with contexts with contexts with contexts with a
between cultural and limited some considerable high degree of
historical, global, social, effectiveness effectiveness effectiveness effectiveness
and/or
environmental contexts;
between the arts and other
subjects)
The Achievement Chart for Science and Technology, Grades 1–8

The student:
facts, terminology, definitions) limited some considerable thorough
knowledge of knowledge of knowledge of knowledge of
content content content content
Understanding of content (e.g., demonstrates demonstrates demonstrates demonstrates
concepts, ideas, theories, limited some considerable thorough
principles, procedures, processes) understanding understanding understanding understanding
of content of content of content of content
Thinking and Investigation – The use of critical and creative thinking skills and inquiry and problem-
solving skills and/or processes
The student:
Use of initiating and planning uses initiating uses initiating uses initiating uses initiating
skills and strategies (e.g., and planning and planning and planning and planning
formulating questions, identifying skills and skills and skills and skills and
the problem, developing strategies strategies strategies strategies
hypotheses, scheduling, selecting with limited with some with with a high
strategies and resources, effectiveness effectiveness considerable degree of
developing plans) effectiveness effectiveness
Use of processing skills and uses uses uses uses
strategies (e.g., performing and processing processing processing processing
recording; gathering evidence skills and skills and skills and skills and
and data; examining different strategies strategies strategies strategies
points of view; selecting tools, with limited with some with with a high
equipment, materials, and effectiveness effectiveness considerable degree of
technology; observing; effectiveness effectiveness
manipulating materials; proving)
Use of critical/creative thinking uses critical/ uses critical/ uses critical/ uses critical/
processes, skills, and strategies creative creative creative creative
(e.g., analysing, interpreting, thinking thinking thinking thinking
problem solving, evaluating, processes, processes, processes, processes,
forming and justifying skills, and skills, and skills, and skills, and
conclusions on the basis of strategies strategies strategies strategies
evidence, developing solutions, with limited with some with with a high
considering diverse perspectives) effectiveness effectiveness considerable degree of
effectiveness effectiveness

The student:

Expression and organization of expresses and expresses and
expresses and expresses and
ideas and information in oral, organizes organizes
organizes organizes
visual, and/or written forms ideas and ideas and
ideas and ideas and
(e.g., diagrams, models, articles, information information
information information
project journals, reports) with limited with some
with with a high
considerable degree of
Communication for different communicates communicates communicates communicates
audiences (e.g., peers, adults, for different for different for different for different
community members) and audiences and audiences and audiences and audiences and
purposes (e.g., to inform, to purposes with purposes with purposes with purposes with
persuade) in oral, visual, and/or limited some considerable a high degree
written forms effectiveness effectiveness effectiveness of
effectiveness
Use of conventions, vocabulary, uses uses uses uses
and terminology of the discipline conventions, conventions, conventions, conventions,
in oral, visual, and/or written vocabulary, vocabulary, vocabulary, vocabulary,
forms (e.g., symbols, formulae, and and and and
International System of Units) terminology terminology terminology terminology
of the of the of the of the
discipline with discipline with discipline with discipline with
limited some considerable a high degree
effectiveness effectiveness effectiveness of
effectiveness
contexts

The student:
Application of knowledge and applies applies applies applies
skills (e.g., concepts and knowledge knowledge knowledge knowledge
processes; procedures related to and skills in and skills in and skills in and skills in
the safe use of tools, equipment, familiar familiar familiar familiar
materials, and technology; contexts with contexts with contexts with contexts with
investigation skills) in familiar limited some considerable a high degree
contexts effectiveness effectiveness effectiveness of
effectiveness
Transfer of knowledge and skills transfers transfers transfers transfers
(e.g., concepts and processes, knowledge knowledge knowledge knowledge
safe use of equipment and and skills to and skills to and skills to and skills to
technology, investigation skills) new contexts new contexts new contexts new contexts
to new contexts with limited with with with a high
effectiveness some considerable degree of
effectiveness effectiveness effectiveness

Making connections within and makes makes makes makes
between various contexts (e.g., connections connections connections connections
connections between sciences; within and within and within and within and
connections to everyday and real- between between between between
life situations; connections various various various various
among concepts within science contexts with contexts with contexts with contexts with
and technology; connections limited some considerable a high degree
involving use of prior knowledge effectiveness effectiveness effectiveness of
and experience; connections effectiveness
among science and technology
and other disciplines, including
other STEM [science, technology,
engineering, and mathematics]
subjects)
Proposing courses of practical proposes proposes proposes proposes
action to deal with problems courses of courses of courses of highly
relating to our changing world practical practical practical effective
action of action of action of courses of
limited some considerable practical
effectiveness effectiveness effectiveness action
The Achievement Chart for English, Grades 11 and 12

Knowledge and Understanding – Subject-specific content acquired in each course (knowledge), and
Categories 50 – 59% 60 – 69% 70 –79% 80 – 100%
(Level 1) (Level 2) (Level 3) (Level 4)
The student:
forms of text; strategies used limited some considerable thorough
when listening and speaking, knowledge of knowledge of knowledge of knowledge of
reading, writing, and viewing and content content content content
representing; elements of style;
literary terminology, concepts,
and theories; language
conventions)
concepts; ideas; opinions; limited some considerable thorough
relationships among facts, ideas, understanding understanding understanding understanding
concepts, themes) of content of content of content of content
Categories 50 – 59% 60 – 69% 70 –79% 80 – 100%
The student:
generating ideas, gathering skills with skills with skills with skills with a
information, focusing research, limited some considerable high degree of
organizing information) effectiveness effectiveness effectiveness effectiveness
drawing inferences, interpreting, processing processing processing processing
analysing, synthesizing, skills with skills with skills with skills with a
evaluating) limited some considerable high degree of
effectiveness effectiveness effectiveness effectiveness
processes (e.g., oral discourse, creative creative creative creative
research, critical analysis, critical thinking thinking thinking thinking
literacy, metacognition, creative processes processes processes processes
process) with limited with some with with a high
effectiveness effectiveness considerable degree of

Categories 50 – 59% 60 – 69% 70 –79% 80 – 100%
The student:

Expression and organization of expresses and expresses and expresses and
expresses and
ideas and information (e.g., clear organizes organizes organizes
organizes
expression, logical organization) ideas and ideas ideas and
ideas and
in oral, graphic, and written information and information
information
forms, including media forms with limited information with with a high
effectiveness with some considerable
degree of
effectiveness
Communication for different communicates communicates communicates
communicates
audiences and purposes (e.g., for different for different for different
for different
use of appropriate style, voice, audiences and audiences audiences and
audiences and
point of view) in oral, graphic, purposes with and purposes purposes with
purposes with
and written forms, including limited with some considerable
a high degree
media forms effectiveness effectiveness effectiveness
of
effectiveness
Use of conventions (e.g., uses uses uses uses
grammar, spelling, punctuation, conventions, conventions, conventions, conventions,
usage), vocabulary, and vocabulary, vocabulary, vocabulary, vocabulary,
terminology of the discipline in and and and and
oral, graphic, and written forms, terminology terminology terminology terminology
including media forms of the of the of the of the
discipline with discipline with discipline with discipline with
effectiveness
contexts
Categories 50 – 59% 60 – 69% 70 –79% 80 – 100%

The student:
skills (e.g., literacy strategies and knowledge knowledge knowledge knowledge
processes; literary terminology, and skills in and skills in and skills in and skills in
concepts, and theories) in familiar familiar familiar familiar
familiar contexts contexts with contexts with contexts with contexts with
effectiveness
(e.g., literacy strategies and knowledge knowledge knowledge knowledge
processes; literary terminology, and skills to and skills to and skills to and
concepts, and theories) to new new contexts new contexts new contexts skills to new
contexts with limited with with contexts with
effectiveness some considerable a high degree
effectiveness effectiveness of
effectiveness

between the text and personal within and within and within and within and
knowledge and experience, other between between between between
texts, and the world outside various various various various
school) contexts with contexts with contexts with contexts with
effectiveness

Curriculum context
Preface
The Ontario Curriculum, Grades 1–8: Language, 2023 is grounded in the belief that all students can
succeed when they develop knowledge and skills in language and literacy. Strong foundational
knowledge and skills in both oral and written language are necessary to support more complex skills
such as critical thinking and problem solving. This curriculum provides educators with a comprehensive
guide to supporting the development and growth of these essential knowledge and skills in every
student.
In addition to the considerations outlined in this curriculum context, all of the general "Program
Planning" sections on this site apply to this curriculum. Educators should review and implement these
general sections, as well as the components that appear below.
Vision and Goals

Literacy is essential for success: it affects all academic achievement and is associated with social,
emotional, economic, and physical health. The Ontario language curriculum is designed to support
students in developing the language and literacy knowledge and skills they need to succeed in education
and in life, and to encourage students to experience the joy and possibility that literacy learning can
ignite.
Language is the basis for thinking, communicating, and learning. Students need language skills to
comprehend ideas and information, to interact socially, to inquire into areas of interest and study, and
to express themselves clearly and demonstrate their learning. Learning to communicate by using
language with clarity and precision, and in a variety of media and modes, will help students to thrive in
the world beyond school and to become lifelong learners.
Literacy skills are embedded across the Ontario curriculum. However, literacy development lies at the
heart of the language curriculum. This curriculum emphasizes evidence-based systematic and explicit
instruction of foundational knowledge and skills, including oral language, word-level reading and
spelling, vocabulary, fluency, and comprehension. The systematic teaching of foundational knowledge
and skills is critically important. It requires focused and dedicated time and must follow a carefully
planned sequence for introducing specific concepts, knowledge, and skills. It must also happen in
purposeful and meaningful contexts where students are immersed in rich literacy experiences that
cultivate a sense of enjoyment about learning. These experiences must be grounded in responsive
teacher-student relationships.
Research has repeatedly demonstrated that strong oral communication skills are critical for academic
and vocational success as well as social-emotional well-being. Oral communication is a complex set of
skills that includes both oral language (i.e., listening comprehension and speaking) and non-verbal

communication (e.g., body language, facial expression, gestures). In the classroom, intentional
communication – using language in a purposeful way – and rich oral language experiences can help
students improve their oral language skills. Giving students the opportunity to listen to a wide range of
oral texts, including songs, poems, teacher read-alouds, conversations, and presentations, is important.
This helps students to develop their own oral language and presentation skills. Developing oral language
skills in the early years is essential to the development of literacy, knowledge, symbolic thought, self-
regulation, identity, self-advocacy, self-reflection, and lifelong learning.
Research shows that there is a strong connection between early oral language development and later
reading comprehension and writing ability. Strong reading comprehension occurs when students derive
meaning from oral language and combine it with fluency in reading words and texts. Oral language
continues to impact reading proficiency as students progress through school and build a growing
vocabulary. It is important to note that the process of reading acquisition will be different for students
whose first or primary language is American Sign Language (ASL). For these students, ASL and English
bilingual teaching methods are used for the development of biliteracy between ASL and English as a
second or additional language.
The language curriculum provides many opportunities for students to develop reading fluency and
comprehension as they progress through the elementary grades. A comprehensive and rigorous reading
program teaches students to read competently and critically, and provides students with opportunities
to read widely for the pleasure of reading and for the discovery of new information as well as for self-
discovery and self-enrichment. Reading materials should reflect the diversity of students in the
classroom and Canadian and world cultures, including First Nations, Métis, and Inuit cultures.
In the language program, students have the opportunity to read various forms of texts and to set
learning goals for their reading. This helps to develop and sustain their curiosity and excitement about
reading. In addition to reading teacher-selected materials that are well planned and purposefully chosen
to support instructional goals, students can choose from a wide variety of texts that are engaging and
relevant to their personal interests. In this way, literacy enhances students’ development of their sense
of self and their unique and shared identities. It fosters a deep appreciation of the diversity of human
experience and expression.
The language curriculum provides a strong foundation in both reading and writing, and emphasizes
teaching these two different skills in an interdependent way, so that one skill reinforces and strengthens
the other. The curriculum allows students to harness the power of the written word and develop higher-
order literacy skills. Students learn to research, synthesize, and organize information to create literary
and persuasive texts reflecting their thoughts, feelings, and ideas. Reading and writing enable students
to understand and tell stories about their communities, cultures, and histories, expressing their sense of
global citizenship or personal commitment. Through reading and writing, students become receptive to
new and varying ideas and perspectives and develop their ability to think independently and critically.
They can convince and be convinced and differentiate between what is true and what is misinformation.
In this way, literacy can help transform them and enable them to achieve their hopes and dreams.
Successful and confident language learners share the following characteristics:

• They display accuracy and automaticity in foundational language skills.
• They understand deeply as they listen, read, and view and speak, write, and represent,
effectively and with confidence.
• They make meaningful connections between themselves, the texts they encounter, and the
world around them. 
• They think critically about the texts they read and create. 
• They understand that all texts have a specific point of view that must be recognized, questioned,
assessed, and evaluated. 
• They acknowledge the cultural and social impact of texts and appreciate their aesthetic power.
• They use language to interact and connect with individuals and communities, for personal
growth and for active participation as global citizens.
• They recognize that language learning is a necessary, reflective, and life-enhancing process. 
• They use cognitive strategies to learn from complex texts.
• They are motivated and purposeful in their learning, including learning related to their goals.
The Ontario language curriculum recognizes the value of embedding literacy learning throughout the
day. Students must have authentic opportunities to apply their language and literacy skills in all subject
areas. The curriculum also recognizes the important role of other subject areas such as social studies,
history, geography, science, the arts, mathematics, and health and physical education in supporting the
growth of students’ vocabularies and background knowledge, both of which are critical components of
language comprehension. By building students’ foundational skills, the language curriculum enhances
each student’s learning across all subject areas. This fosters a love of learning and paves the way for
future success.
Principles Underlying the Language Curriculum

The Ontario language curriculum for Grades 1 to 8 is founded on the following principles:
• An effective language curriculum is based on and informed by evidence-based research.

In response to the recommendations in the Ontario Human Rights Commission’s Right to Read
inquiry report, the language curriculum is designed to equip all students with the solid
foundational knowledge and skills necessary to achieve their full potential. Informed by proven
research, this curriculum employs evidence-based approaches to systematically and explicitly
teaching this knowledge and these skills. Reading and writing are emphasized in the curriculum,
with a focus on language conventions necessary for clear communication; comprehension at the
word, sentence, and text level when listening, reading, and viewing; and the knowledge, skills,
processes, and techniques required for effective speaking, writing, and representing. Moreover,
the curriculum stresses the development of critical thinking skills to enable students to
understand, appreciate, and evaluate texts at a deep level and to connect them to the real
world. These skills help students become reflective, critical, and independent learners and
achieve academic goals.

• An effective language curriculum recognizes the diverse identities and abilities of students and
their different language and cultural experiences and learning needs.
The language curriculum is founded on the principle that every student can become an effective
communicator. It recognizes that students come from diverse cultural and linguistic
backgrounds, bringing unique identities, abilities, and resources to their language and literacy
learning. The use of a Universal Design for Learning framework and differentiated instruction
and assessment foster an environment that is inclusive and accessible, with high academic
expectations for all students. The use of a tiered approach within a multi-tiered, system support
model enables educators to respond to the strengths and needs of all students. More
information on this approach can be found in “The Tiered Approach to Language and Literacy
Instruction” subsection.
• A modern language curriculum reflects emerging technologies and their impact on
communication and digital media literacy.
The language curriculum recognizes that there are additional competencies needed in new
technologies. Digital media literacy and transferable skills are critical for individuals to become
responsible and productive citizens. Becoming skilled at understanding, using, and creating texts
in many different forms is necessary for students to succeed in the modern world.
• A comprehensive language curriculum encompasses learning across the curriculum and in the
world beyond the classroom.
This curriculum organizes language and literacy learning into four strands, or broad areas of
learning. The knowledge and skills described in the four strands are interdependent and
complementary. Teachers are expected to plan learning that blends expectations from the four
strands, to provide students with experiences that promote meaningful learning and help
students recognize how literacy skills within the four strands reinforce and strengthen each
other.
The study of language and the acquisition of literacy skills are not restricted to the language
program. Therefore, this curriculum emphasizes the integration of language and literacy
development across other subjects and disciplines. The curriculum provides examples to
illustrate how teachers can achieve this goal in the classroom.
The Program in Language

Curriculum Expectations
The Ontario Curriculum, Grades 1–8: Language, 2023 identifies the expectations for each grade and
describes the knowledge and skills that students are expected to acquire, demonstrate, and apply in
their class work and investigations, on tests, and in various other activities on which their achievement is
assessed and evaluated.
Mandatory learning is described in the overall and specific expectations of the curriculum.

Two sets of expectations – overall expectations and specific expectations – are listed for each strand, or
broad area of the curriculum in language for Grades 1 to 8. The strands include Strand A: Literacy
Connections and Applications, and three other strands, lettered B, C, and D. Strand B has two associated
learning continua, one that provides an elaboration of the mandatory learning associated with Overall
Expectation B2 from Grades 1 to 4, and another that describes the progression of mandatory learning
associated with Overall Expectation B3 from Grades 1 to 9. Taken together, the overall and specific
expectations represent the mandated curriculum.
The overall expectations describe in general terms the knowledge and skills that students are expected
to demonstrate by the end of each grade. The specific expectations describe the expected knowledge
and skills in greater detail. The specific expectations are organized under numbered subheadings, each
of which indicates the strand and the overall expectation to which the group of specific expectations
corresponds (e.g., “B2” indicates that the group relates to overall expectation 2 in Strand B). This
organization is not meant to imply that the expectations in any one group are achieved independently of
the expectations in the other groups, nor is it intended to imply that learning associated with the
expectations happens in a linear, sequential way. The numbered headings are used merely as an
organizational structure to help teachers focus on particular aspects of knowledge, concepts, and skills
as they develop various lessons and learning activities for students.
In the language curriculum, the overall expectations outline standard sets of knowledge and skills
required for understanding and using the building blocks of language, understanding and responding to
texts, expressing ideas and creating texts, and making language and literacy connections in a diverse
range of contexts. For this reason, the overall expectations remain the same from Grades 1 to 8. The
curriculum focuses on developing the foundational knowledge and skills in the early primary grades. As
students progress into the middle and later elementary grades, these skills are reinforced and refined by
increasing the complexity of the texts they work with and the tasks they perform over time. This
approach reflects and accommodates the progressive nature of language learning.
The specific expectations reflect this progression in knowledge and skill development through changes
in the wordings of the expectations and through the introduction of new expectations, where
appropriate. The progression is captured by the increasing complexity of the teacher supports (see
below) associated with most expectations and by the increasing specificity of language and literacy
knowledge and skills, the diversity of contexts in which the learning is applied, and the variety of
opportunities presented for applying it. Note that all the skills specified in the early grades continue to
be developed and refined as students move through the grades, whether or not each of those skills
continues to be explicitly required in an expectation.

Teacher Supports
Specific expectations are often accompanied by supports such as examples, teacher prompts, and/or
instructional tips6. The examples are meant to clarify the requirement specified in the expectation,
illustrating the kind of skill or knowledge, the specific area of learning, the depth of learning, and/or the
level of complexity that the expectation entails. Teacher prompts are sample guiding questions and
considerations that can lead to discussions and promote deeper understanding. The instructional tips
suggest instructional strategies and authentic contexts for the effective modelling, practice, and
application of language and literacy knowledge and skills.
Teacher supports, such as the examples, teacher prompts, and instructional tips, are optional supports
that teachers can draw on to support teaching and learning, in addition to developing their own
supports that reflect a similar level of complexity. Whatever the specific ways in which the requirements
outlined in the expectations are implemented in the classroom, they must be inclusive and, wherever
possible, reflect the diversity of the student population and the population of the province.
The Strands in the Language Curriculum

The expectations in the language curriculum are organized into four distinct but related strands:
• A. Literacy Connections and Applications

• B. Foundations of Language
• C. Comprehension: Understanding and Responding to Texts
• D. Composition: Expressing Ideas and Creating Texts
The program in all grades is designed to ensure that students build solid foundations in language and
literacy, develop their analytical and critical thinking skills, and reflect on their learning. Acquiring the
knowledge and skills described in the expectations in the four strands of the language curriculum will
enable students to understand, respond to, appreciate, and create a full range of texts, including digital
and media texts.
Strand A is an overarching strand that focuses on literacy connections and applications that will enable
students to transfer skills and draw on knowledge from each of the other strands, other subjects, and
wider contexts. In strands B through D, students integrate Strand A expectations as they develop and
apply their understanding of strand-specific concepts. The chart below illustrates the relationships
among all four strands of this curriculum.
6The teacher supports will be made available at a later date, after the issuing of the curriculum
expectations and the curriculum context.

Strand A. Literacy Connections and Applications
Strand A focuses on transferable skills, digital media literacy, and cross-curricular and integrated
learning. Students develop an understanding of diverse identities, experiences, perspectives, histories,
and contributions, including those of First Nations, Métis, and Inuit individuals, communities, groups,
and nations. They develop this knowledge and these skills while reading, listening to, and viewing
culturally diverse texts, including digital and media texts, and while writing, speaking, and representing
to demonstrate their learning. In all grades, the learning related to this strand takes place in the context
of strands B, C, and D, and it should be assessed and evaluated within these contexts.
Students apply the seven transferable skills – critical thinking and problem solving; innovation,
creativity, and entrepreneurship; self-directed learning; collaboration; communication; global citizenship
and sustainability; and digital literacy – throughout their language and literacy learning. These skills help
students develop and express their unique voices and take ownership of and engage in their learning in
meaningful, authentic ways.
Students develop and apply digital media literacy knowledge and skills to support their learning. They
learn about their rights and responsibilities when interacting online and developing their digital identity,
learn to navigate online environments while managing their data, security, and privacy, including
seeking appropriate permission, and use digital and media tools to evaluate information and
demonstrate their learning. They learn and apply the conventions and techniques of digital and media
texts and analyze the relationship between text forms and content, audiences, and creators. They use

digital and media tools in the design process to develop innovative solutions. Students learn how to
interact and contribute to an empathetic, respectful, and inclusive online community.
Students learn how to develop and apply their language and literacy knowledge and skills in their daily
lives and in cross-curricular and integrated learning contexts. As they explore the concepts of identity,
self, and sense of belonging and the lived experiences of a diversity of individuals within various
communities, including those in Canada, they can further develop an understanding of their own unique
identities. By analyzing themes in texts of various forms from First Nations, Métis, and Inuit individuals,
communities, groups, and nations, students can also develop their understanding of First Nations, Métis,
and Inuit identities, perspectives, relationships, legacies, and ways of knowing, being, and doing.
Strand B. Foundations of Language

In this strand, students acquire knowledge and skills relating to the foundations of language. The focus is
on oral and non-verbal communication, word reading and spelling, morphology, vocabulary, fluency,
and language conventions. Students develop competence in these building blocks of communication.
Oral and non-verbal communication are foundational components of language skills. Over the years,
students develop their listening and speaking abilities using a variety of strategies and skills, including
word choice and syntax, to become effective communicators.
In the early grades, students learn the beginning skills of word reading and spelling. These include
learning how to blend phonemes together to make up simple words and to segment words
into phonemes. This also includes learning grapheme-phoneme correspondences, and “sounding out”
by blending to read words and segmenting to spell words. In this way, phonemic awareness is largely
learned and practiced within the context of learning to read and spell words. Students learn to read by
applying knowledge of phonics, orthography, and morphology.
Throughout the grades, students continue to build and apply phonemic, phonics, orthographic,
morphological, and vocabulary knowledge to develop their spelling skills.
Students learn to understand and apply language conventions: syntax and sentence structure, parts of
speech, capitalization, and punctuation. In the contexts of oral communication and writing to
communicate meaning, students are continually learning these language conventions and applying their
knowledge and skills. They are becoming increasingly fluent readers and writers, which contributes to
their comprehension and written expression.
The Strand B Learning Continua
Strand B has two associated learning continua. The “Language Foundations Continuum for Reading and
Writing, Grades 1–4, Overall Expectation B2” in Appendix A provides an elaboration of the mandatory
learning. It describes the progression of foundational language knowledge and skills appropriate for
students in Ontario and is informed by evidence-based research on reading and language development.

It groups the progression of knowledge and skills in larger ordered sequences, beginning with basic
concepts and progressing to more complex concepts. The instruction of specific knowledge and skills
within a grade is informed by ongoing assessment data. The “Language Conventions Continuum for
Reading and Writing, Grades 1–9, Overall Expectation B3” in Appendix B describes the progression of
mandatory knowledge and skills from Grades 1 to 9.
The two continua show the progression of knowledge and skills in the following areas:
Language Foundations
• phonemic awareness
• alphabetic knowledge
• phonics: grapheme-phoneme correspondence
• word-level reading and spelling: using phonics knowledge
• word-level reading and spelling: using orthographic knowledge
• word-level reading and spelling: using morphological knowledge
• vocabulary
• reading fluency: accuracy, rate, and prosody
Language Conventions
• syntax and sentence structure

• grammar
• capitalization and punctuation
Strand C. Comprehension: Understanding and Responding to Texts

In this strand, students integrate components of word-, sentence-, and text-level comprehension as they
develop comprehension strategies, apply critical thinking skills to deepen their understanding of texts,
and respond to increasingly complex texts.
As they read texts, students apply foundational knowledge and skills and draw on their vocabulary and
background knowledge. They integrate their developing knowledge of sentence structures, patterns,
and grammar to understand complex structures in individual sentences. They apply their understanding
of cohesive ties to integrate information within and across sentences in order to understand texts. They
learn about the patterns, features, and elements of style associated with various text forms and genres,
including digital, media, and cultural texts. They read, listen to, and view texts by creators with diverse
identities, perspectives, and experiences, including diverse First Nations, Métis, and Inuit creators.
Students develop comprehension strategies, drawing on their prior knowledge, visualizing to construct
mental models of texts, making and confirming predictions, and monitoring their comprehension by
asking questions and rereading.

Students analyze various literary and informational texts to gain an understanding of how literary
devices are used by text creators to convey meaning. They make inferences using explicit and implicit
evidence in texts. They identify main ideas and sequence relevant information, compare and contrast,
draw conclusions, establish connections between the ideas expressed in various texts, and synthesize
information from texts. They apply critical thinking skills to identify explicit and implicit perspectives and
consider how cultural elements and the identities of the creators are reflected in texts. They develop an
understanding of various creators’ approaches to diversity and inclusion in their texts. Throughout the
grades, students learn to reflect on their learning.
Strand D. Composition: Expressing Ideas and Creating Texts

In this strand, students apply their knowledge of oral language and learn to express ideas and create
texts in various media, forms, and genres. Throughout the iterative text writing and creation process,
students develop the skills to plan, research, draft, revise, edit, proofread, publish, and share their texts.
Students learn printing, cursive, and word-processing skills. They learn to consider their purpose and
audience as they choose appropriate forms, genres, and media to create texts and to address various
topics of interest, including topics connected to their lived experiences. They use effective and
appropriate language to establish their voice, point of view, and perspectives, and to convey their
intended message. They apply their knowledge of language conventions in their writing and use text
patterns, features, and stylistic elements to express their ideas clearly and coherently and to achieve the
intended effects.
Across the grades, students learn to research and gather information. They develop the ability to verify
the reliability of sources and evaluate the currency, quality, bias, and accuracy of information. They
learn how to appropriately acknowledge the works of others using accepted forms of documentation.
Throughout the process of creating texts, students apply transferable skills and digital media literacy,
seek feedback from others, critically analyze their own texts, reflect on their use of techniques, tools,
and technology, and consider how to improve as text creators. They develop the competencies and
confidence to express ideas and communicate clearly and effectively using written language.
Some Considerations for Program Planning in

Language
Teachers consider many factors when planning a language program that cultivates the best possible
environment in which all students can maximize their language learning. This section highlights the key
strategies and approaches that teachers and school leaders should consider as they plan effective and
inclusive language programs. In addition, all of the general “Program Planning” sections on this site
apply to this curriculum.

Instructional Approaches in Language
Instruction in language should support all students in acquiring the knowledge, skills, and habits of mind
they need to achieve the curriculum expectations and be able to enjoy and participate in language and
literacy learning for years to come. More information on instructional approaches can be found in the
“Instructional Approaches” subsection of “Considerations for Program Planning".
High-quality, evidence-based instruction, coupled with a classroom environment that promotes joy,
engagement, and motivation, is the key to students developing proficient language skills. Effective
language and literacy instruction begins with teachers having an understanding of the scientific research
related to language and literacy acquisition, knowing the complex identities and profiles of students,
having high academic expectations for and of all students, providing supports when needed, and
believing that all students are capable of becoming successful language learners.
Effective language and literacy instruction is grounded in scientific evidence and is student-centred and
asset-based. It builds on students’ lived experiences, strengths, passions, interests, and language and
cultural resources. It aims to build strong foundational skills while working to develop habits of mind
such as curiosity, flexibility, and open-mindedness; a willingness to question and think critically; and an
awareness of the value of literacy. It takes place in a safe and inclusive learning environment, where all
students are valued, empowered, engaged, and able to take risks, reflect on their learning, and
approach the learning in a confident manner. In such an environment, the sharing of literacy
experiences as a literacy community is critical to building a sense of student belonging and motivation.
Teachers use responsive instructional practices, including reading aloud everyday with fluency and
accuracy, direct instruction, and guided practice, with ongoing assessment of learning to develop
students’ skills.
Language is foundational to literacy and to learning in all other subject areas. Reading is one of the most
fundamental learning and life skills. It affects all academic achievement and is associated with social,
emotional, economic, and physical health. However, learning to read does not happen naturally.
Reading is a process involving specific skills that need to be taught through systematic and explicit
instruction, as outlined in the next section.
Evidence-Based Systematic and Explicit Instruction
This curriculum emphasizes that foundational language and literacy knowledge and skills need to be
taught through evidence-based systematic and explicit instruction, often referred to as structured
literacy.
Educators will also take into consideration that all students come to school with different prior early
language experiences. Their use and understanding of oral language will be far more developed than
their early reading and writing skills, which require a higher degree of explicit systematic instruction.
Educators can use students’ existing oral language skills, developed through authentic interactions and
relationships, to begin to intentionally develop the early literacy skills required to access and understand
print.

Explicit instruction provides clear, direct, purposeful teaching of specific knowledge, skills, and
strategies. It provides structured learning opportunities. It requires teachers to:
• explain the knowledge and skills;

• frequently model the use of the skills;
• verbalize thought processes, including the steps of learning the skills, strategies, or processes;
• provide opportunities for students to practice using the strategies and apply their knowledge
and skills;
• mentor and monitor student practices;
• provide timely descriptive feedback based on ongoing assessment data to guide student
practices until students can apply their knowledge and skills independently;
• frequently review previously taught concepts until students have achieved mastery.
Systematic instruction involves a carefully planned sequence for instruction of specific concepts, skills,
and procedures, with the prerequisite skills taught first.
The term systematic is often paired with the term explicit in reading instruction to refer to employing
instructional strategies that are evidence-based. For example, explicit systematic phonics instruction
involves:
• clearly identifying a useful set of grapheme-phoneme correspondences;

• planning and introducing these correspondences in a consistent, logical instructional sequence;
• carefully scaffolding the introduction and instruction of grapheme-phoneme correspondences
and phonic skills from simple to more complex.
Gathering timely and ongoing assessment data is crucial in identifying a student’s progress in acquiring
the language and literacy skills being taught. It can also help teachers to tailor classroom instruction to
meet an individual student’s needs, as well as support early identification of students who may require
intervention beyond classroom instruction.
Structured literacy is an evidence-based approach to systematically and explicitly teaching phonemic

awareness, phonics, word reading, spelling, fluency, vocabulary, listening and reading comprehension,
and written expression. It is important to recognize that these skills do not exist in isolation and that
students need to develop them simultaneously, with an understanding of how the skills are connected.
Structured literacy instruction involves consideration of not only what is taught, but also how it is
taught. A structured literacy approach to language and literacy learning provides systematic and explicit
instruction that is carefully sequenced based on the language skill progression. It cumulatively builds on
previous knowledge, is adjusted to meet individual students’ needs, and is informed by ongoing
assessment.
More information on systematic and explicit strategies to teach early reading can be found in the
ministry publication Effective Early Reading Instruction: A Teacher's Guide, 2022.

Multimodal Literacy Instruction
Language instruction is not only about teaching the linguistic knowledge and skills involved in written
and spoken communication; it is also multimodal, and involves engaging students’ multiple sensory
modalities, from oral and visual to aural, gestural, and spatial. Multimodal literacy instruction focuses on
the interplay among the different modalities as students receive information, make meaning, represent
ideas, and express their thinking.
Multimodal literacy instruction highlights the diverse text forms, modes, and media used to
communicate meaning in various contexts and communities. Recognizing that today’s students engage
with texts in multiple modes, ranging from written, oral, visual, and audio texts to multimodal forms, as
well as text forms and genres from various cultures, and in print and digital environments, multimodal
instruction draws on a variety of teaching methods. These methods help students develop their ability
to make meaning of the texts they encounter and to create texts to communicate meaning using various
modes, media, forms, and technologies. Students connect their lived experiences and knowledge of
various language and text conventions to make sense of texts in new ways. Multimodal literacy
instruction also facilitates translanguaging – the use of different languages together – so that students
who communicate in more than one language can naturally and fluidly use their multiple linguistic,
literacy, and cultural resources to develop knowledge and skills in the instructional language.
Oral Communication Instructional Practices
The language program should provide rich opportunities for students to engage in both listening and
speaking. Students need many opportunities to interact with others to understand how oral
communication works (e.g., conversation, discussion, teamwork, oral presentation). To communicate
effectively, they need opportunities to engage in effective listening, to demonstrate understanding of
what is being said, and to consider various perspectives. Oral communication begins with all students
being able to express their needs and wants as well as being able to present and share their ideas
through commenting and questioning. Oral communication skills support students in discussing
strategies for solving a problem, presenting and defending ideas or debating issues, and offering
critiques of work produced by their peers. With practice and guidance, students gradually become able
to express themselves clearly and confidently.
Oral communication instruction should focus on the identification and development of the skills and
strategies students use to understand and interact effectively with others. It should also emphasize the
use of higher-order thinking skills to stimulate students’ interest and engage them in their own learning.
For all students to benefit from the opportunities provided for listening and speaking, differences in the
norms and conventions associated with oral communication in different social and cultural contexts
must be taken into account.
Teachers support students in developing the knowledge and skills to express their ideas and opinions by
developing norms and language for respectful discourse, including how to present and respond to each
other during discussions. They teach foundational knowledge and skills explicitly and systematically,
model learning strategies, encourage students to talk through and reflect on their thinking and learning

processes, and provide many opportunities for students to practise and apply their developing
knowledge and skills across a variety of contexts and situations.
Universal Design for Learning and Differentiated Instruction
Students in every language classroom vary in their identities, lived experiences, linguistic resources,
personal interests, learning profiles, and readiness to learn new knowledge and skills. Universal Design
for Learning and differentiated instruction are robust and powerful approaches to support students in
developing the foundational knowledge and skills that they need to become critical thinkers and
problem solvers. To ensure that each student has opportunities to be challenged and to succeed
requires teachers to attend to student differences and provide flexible and responsive approaches to
instruction. Universal Design for Learning and differentiated instruction can be used in combination to
help teachers respond effectively to the strengths and needs of all students.
The aim of the Universal Design for Learning framework is to assist teachers in designing language
programs and environments that provide all students with equitable access to the language curriculum.
Within this framework, teachers engage students in multiple ways to support them in becoming
successful in their language learning. Teachers respond to students’ diverse learner profiles by designing
tasks that offer individual choice, are relevant and authentic, provide graduated levels of challenge, and
foster collaboration in the language classroom. Teachers also engage multimodalities to help students
become resourceful and flexible learners. For example, teachers use a variety of media to ensure that
students are provided with alternatives for auditory and visual information; they model the use of
language conventions and vocabulary; and they highlight text patterns, text structures, text features,
and stylistic elements of texts to support students in developing fluency and proficiency. Teachers
create an environment in which students can express themselves in multiple forms. For example,
teachers can improve access to tools or assistive devices that are necessary for learning; encourage the
use of students’ first or other language(s); vary ways in which students can demonstrate their
understanding of and respond to texts; support students in setting goals, planning, and organizing ideas
and information for text creation using multimodal digital tools; and engage students in reflective
practices throughout their language learning.
While Universal Design for Learning provides teachers with broad principles for planning language
instruction and learning experiences for a diverse group of students, differentiated instruction allows
them to address specific skills and learning needs. Differentiated instruction is rooted in assessment and
involves purposefully planning varied approaches to teaching the content of the curriculum. Teachers
will identify the areas of learning need and plan the instruction and learning that will address the needs
of individual students. Teachers identify the products and the ways in which students can best
demonstrate their learning, and consider how their learning is affected by the physical learning
environment. Differentiated Instruction is student-centred and involves a strategic blend of whole-class,
small-group, and individual learning activities to suit students’ differing strengths, interests, and levels of
readiness to learn.
The Tiered Approach to Language and Literacy Instruction

The tiered approach to instruction is a proactive, preventative model designed to provide timely support
for all students in order to prevent literacy difficulties from developing. It embodies principles of
Universal Design for Learning and differentiated instruction and is most effective when implemented as
a multi-tiered, system support. It uses specific instructional interventions of increasing intensity to
address students’ needs. An effective evidence-based, systematic instructional approach supports the
learning of all students, and is based on assessment of each student’s strengths, learning needs, and skill
gaps. The goal of tiered instruction is to provide the least intensive support required for each student to
meet grade-level expectations. Assessment research supports data-based decision making for
instruction of each individual student and intensifying instruction for some students, as necessary.
The implementation of a tiered approach to language and literacy instruction is the responsibility of all
classroom teachers as well as other educators. It is not specifically or only the responsibility of special
education teachers. In the classroom, student progress is frequently monitored, and early and ongoing
assessment data is used to identify skill gaps and determine the appropriate level and intensity of
instruction. The intensity of instruction is increased in several ways: by reducing the group size; by
increasing the degree of explicitness and individualization; by sequentially targeting skill gaps of greater
number and/or depth; and by increasing the length (in minutes), frequency (per week), and duration
(number of weeks or months) of instructional sessions, as needed. A tiered approach designed to
address the diverse learning needs of students can be implemented as follows:
• Tier 1: Classroom-based assessment and instruction are planned for all students, with teachers
applying the principles of Universal Design for Learning and differentiated instruction.
Observation and progress monitoring are used to ensure that students who are experiencing
difficulty are provided with more intensive instruction in a timely fashion. To plan and provide
effective Tier 1 instruction, teachers are supported by other educators as needed (e.g., by
grade-level teams).
• Tier 2: In addition to Tier 1 instruction and based on assessment data, teachers provide more
intensive instruction and interventions in the classroom for small groups (three to five students)
and/or for individual students experiencing learning challenges in particular or general areas of
language and literacy. Students may be provided with Tier 2 instruction based on the number
and/or depth of skill gaps identified in initial assessments, or if Tier 1 progress monitoring shows
that they are not gaining the skills as expected. Student progress in response to this level of
intensity is closely monitored, and instruction is adjusted as needed. Teachers collaborate with
other educators as needed in order to provide effective support for the students.
• Tier 3: In addition to Tier 1 instruction and based on assessment data, teachers provide
intensive support and intervention for very small groups (two to three students) and/or for
individual students who are experiencing difficulties in particular areas of language and literacy,
regardless of whether they have an Individual Education Plan (IEP) or an identified special
education need. Students may be provided with Tier 3 instruction based on the number and/or
depth of skill gaps identified in initial assessments, or if Tier 1 or 2 progress monitoring show
that they are falling behind. Precise and personalized assessment and instruction are often
planned with the support of other educators, including a special education teacher, and student
progress in response to this level of intensity continues to be closely monitored.

The tiered approach is meant to be fluid and flexible. For example, as students who are receiving Tier 2
or Tier 3 instructional interventions acquire the necessary language and literacy skills, instruction is
adjusted accordingly to a less intensive tier of instruction. The intensity of the level of support at each
tier is always based on ongoing monitoring of student progress, focusing on each student’s learning rate
and level.
The tiered approach ensures responsive, timely, and effective instruction that improves student
learning, reduces the likelihood that a student will struggle or develop language difficulties in the future,
and facilitates the earlier introduction of more intensive interventions for students with significant
learning difficulty, regardless of whether they have an identified learning disability or other special
education need. It is important to understand that Universal Design for Learning and differentiated
instruction are integral aspects of the tiered approach and of an inclusive language program. The
learning needs of a significant majority of students, including students with special education needs, can
be met using Tier 1 Universal Design for Learning and differentiated instruction principles and
approaches, along with evidence-based, systematic, and explicit instruction. More information on
Universal Design for Learning and differentiated instruction can be found in the ministry
publication Learning for All: A Guide to Effective Assessment and Instruction for All Students,
Kindergarten to Grade 12, 2013. Ministry guidance in Learning for All related specifically to reading
instruction and assessment has been superseded by this curriculum.
Selecting Texts and Learning Resources
The language and literacy program builds on students’ prior knowledge, their cultures, and their
language experiences at home and in the community. Effective instruction offers students choices,
encourages a sense of agency in learning, and further motivates and engages students in language and
literacy learning and in the development of self-efficacy. Students should recognize themselves in their
language-learning experiences, in the literacy environment of the classroom, and in the broader physical
surroundings of the school while also having the opportunity to enjoy reading a wide variety of texts and
learning about diverse identities, abilities, experiences, families, cultures, and communities.
When educators plan for differentiated language and literacy instruction using various grouping
strategies, they purposefully select texts and learning resources to support student learning in a rich,
authentic, and meaningful context. They consider the following guiding questions:
• How are the selected texts and resources connected to and aligned with the curriculum
expectations?
• Are the learning resources and texts reflective of the students’ various identities, interests,
knowledges, lived experiences, and linguistic resources?
• Is the selection of learning resources, such as decodable texts used for decoding instruction,
grounded in scientific reading research that follows an evidence-based scope and sequence? Are
the resources developmentally appropriate to support students’ skill progression?
• For early readers with developing decoding skills, are texts carefully selected to provide
opportunities for more advanced language learning through read-alouds of books with rich and
diverse vocabulary, language structures, and content?

• What key factors are considered to determine text complexity? For example, are text structure,
language features (e.g., conventions, vocabulary, sentence structure, level of cohesion),
purpose, content and knowledge demands, and visual features and graphics all considered?
• Does the text selection include various texts forms and genres, by creators with diverse
identities, perspectives, and experiences, including diverse First Nations, Métis and Inuit
creators?
• Do the texts represent diverse perspectives and are they free of bias?
• Are there a range of texts available to engage various student interests, spark curiosity, and
provide a sense of excitement and joy?
• Do the texts and learning resources provide students with opportunities to practice, extend, and
consolidate language and literacy skills in meaningful and authentic ways?
• Are the texts and learning resources accessible to and inclusive of all students? Are they
available in accessible formats? Can they be used with assistive technology?
• Are digital and media resources used to teach about students’ rights and responsibilities for
online interactions, to develop their digital identity, and to support their learning to navigate
online environments while managing their data, security, and privacy?
Planning Language Programs for Students with Special Education Needs

Classroom teachers are the key educators of students with special education needs and students with
disabilities. They have a responsibility to create the conditions necessary to support all students in their
learning, and they work collaboratively with special education teachers and other educators, where
appropriate, to achieve this goal. Classroom teachers commit to assisting every student in achieving
success according to their interests, abilities, and goals. More information on planning for and assessing
students with special education needs can be found in the “Planning for Students with Special Education
Needs” subsection of “Considerations for Program Planning”.
Principles for Supporting Students with Special Education Needs
The following principles guide teachers in planning and teaching language programs for students with
special education needs and students with disabilities, and benefit all students in developing
foundational language and literacy skills:
• All teachers play a critical role in student success in language and literacy learning.
• Language and literacy instruction is based on an asset-oriented pedagogical model that draws
on the valuable funds of knowledge and the various identities, abilities, resources, and
experiences that all students bring to their language and literacy learning.
• Early assessment of students’ language and literacy skills is important for providing instruction
that prevents later learning difficulties. The ongoing assessment of foundational knowledge and
skills of students with special education needs and disabilities is critical in informing the
precision of the instruction and providing responsive tiered support.

• Teachers focus language and literacy instruction on the acquisition of foundational knowledge
and skills as described in this curriculum.
• Engagement of multimodalities when interacting with various texts is fundamental to language
and literacy learning in all grades. It empowers students to understand a wide variety of texts
deeply and to make creative and purposeful decisions about how to communicate effectively to
particular audiences.
• Teachers combine their pedagogical, content, and technological knowledge with a detailed
knowledge of how individual students develop language and literacy skills, and of their strengths
and interests, to design effective learning experiences.
• Teachers implement evidence-based approaches to address each student’s specific areas of
learning growth and need, monitor their progress, build their self-efficacy, and meet their
Individual Education Plan (IEP) goals, where applicable.
An effective language and literacy learning environment and program that is inclusive of students with
special education needs and students with disabilities is purposefully planned with the principles of
Universal Design for Learning and differentiated instruction in mind and integrates the following
elements:
• employing student-centred strategies that actively build on students’ strengths, interests, and
motivations to improve their language and literacy learning and increase their engagement, by:
• providing ample opportunities for them to communicate their wants, needs, thoughts,
and opinions to others; to ask and respond to questions; and to demonstrate their
learning using a variety of modes of communication (e.g., linguistic, visual, gestural,
technologically assisted);
• encouraging the development of their critical thinking skills in literacy by building
foundational knowledge and skills;
• using direct instruction to systematically and explicitly teach foundational knowledge and skills,
and providing many opportunities for guided practice, descriptive feedback, modelling, and
coaching;
• considering students’ individual use of language and communication modalities; for example,
some students require the use of American Sign Language (ASL), Braille, or Augmentative and
Alternative Communications Systems;
• providing required instructional, environmental, and/or assessment accommodations and/or
modifications as specified in the student’s Individual Education Plan (IEP). Accommodations may
include the use of learning tools such as sound walls and visual dictionaries, augmentative and
alternative communication devices, and access to assistive technology such as text-to-speech
and speech-to-text programs;
• teaching the foundational knowledge and skills of receptive and expressive communication
while providing opportunities for students to practise specific and scaffolded grade-level skills in
social situations (e.g., engaging in reciprocal interaction with others, verbally or non-verbally);
• supporting students in the development of executive function skills through scaffolding,
modelling, and practicing the use of organizational tools, ensuring directions and explanations of
strategies are clear and explicit;

• building an inclusive community of learners by encouraging all students to participate in various
language and literacy class projects and activities;
• building family and community partnerships as well as partnerships between administrators,
classroom teachers, and other teachers, particularly special education teachers, where available,
to share expertise and knowledge of the curriculum expectations, develop language content in
Individual Education Plans (IEPs) and systematically implement intervention strategies, and
make meaningful connections between school and home to ensure that what the student is
learning at school is relevant and can be practised and reinforced beyond the classroom.
Planning Language Programs for English Language Learners

English language learners are culturally and linguistically diverse students who are working to achieve
the language curriculum expectations while they are acquiring English-language proficiency. An effective
language and literacy program that supports the success of English language learners is purposefully
planned with the following considerations in mind:
• Pedagogical approaches are multimodal and facilitate translanguaging, whereby students use
linguistic resources from their full linguistic repertoires. They emphasize language learners’
rights to develop and use their first language and voices in the classroom to inform their
learning.
• A multilingual classroom that encourages creative and strategic translingual practice enables
students to use their linguistic repertoire in a fluid and dynamic way, mixing and meshing
languages to communicate, interact, and connect with peers and teachers for a variety of
purposes, such as when developing foundational literacy knowledge and skills and when
making, creating, and communicating meaning through various texts and media. When students
are engaged in cross-curricular learning tasks, translanguaging also supports knowledge transfer
and affirms the cultural and linguistic identities of students.
• Culturally responsive and relevant pedagogy (CRRP) recognizes students’ various cultural and
linguistic identities as critical resources in language and literacy instruction and learning.
Knowledge of English language learners’ strengths, interests, and identities, including their
social and cultural backgrounds, is important. These funds of knowledge are historically and
culturally developed skills and assets that are central to creating a richer and more meaningful
learning experience for all students and promoting a socially and linguistically inclusive learning
environment.
• Cross-linguistic learning contexts enable students to draw on their languages, digital media,
visuals, and mediating devices to develop metalinguistic awareness and to further their
development and engagement in language and literacy learning.
• An initial assessment of newcomer students’ level of English-language proficiency is required in
Ontario schools. Where possible, at least part of the initial assessment should be conducted in
the student’s first language to gain a broader view of the student’s language and literacy
development.

• Differentiated instruction is essential in supporting English language learners, who face the dual
challenge of learning new conceptual knowledge while acquiring English-language proficiency.
Designing language learning to have the right balance for English language learners is achieved
through program adaptations (e.g., accommodations that utilize their background knowledge in
their first language) that ensure the tasks are reflective of cognitive demands within the
language curriculum and linguistically comprehensible and accessible to English language
learners. Using the full range of a student’s language assets, including those in additional
languages that a student speaks, reads, and writes, as a resource in the language classroom,
supports their access to prior learning and language experiences, to develop metalinguistic
skills, and increases their engagement;
• Working with students and their families and with available community supports allows
students to create relevant and real-life learning contexts and tasks.
In a supportive language and literacy learning environment, scaffolding the learning offers English
language learners the opportunity to:
• access their other language(s) (e.g., by using digital tools to access vocabulary and terminology
in their first language and multimodal representations of concepts), background knowledge, and
prior learning and language experiences;
• benefit from flexible language pedagogies that facilitate translanguaging, such as the use of and
creation of dual language books as an instructional strategy;
• develop identity texts within classrooms. Identity texts are artefacts created by students that
can be made by engaging a variety of modalities. These texts promote discussion about
students’ cultural and linguistic backgrounds;
• learn new concepts and skills in authentic, meaningful, and familiar contexts;
• engage in open and parallel tasks to allow for multiple entry points for learning;
• work in a variety of settings that support co-learning and multiple opportunities for practice
(e.g., with partners or in small groups, as part of cooperative learning, or in group conferences);
• access the language of instruction during oral, written, and multimodal instruction and
assessment, during questioning, and when encountering texts, learning tasks, and other
activities in the language program;
• use oral language in different strategically planned activities, such as “think-pair-share”, “turn-
and-talk”, and “adding on”, to express their ideas and engage in literacy discourse;
• develop both everyday and academic vocabulary, including domain-specific vocabulary in
context, through explicit instruction, through rephrasing and recasting by the teacher, and
through using student-developed bilingual word banks or glossaries;
• practise using sentence frames adapted to their English-language proficiency levels to
communicate their understanding, ask questions, express their ideas, and explain their thinking;
• use a variety of concrete and/or digital learning tools and engage multimodalities to
demonstrate their learning and thinking (e.g., orally, visually, kinesthetically), through a range of
representations (e.g., oral presentation, portfolios, displays, discussions, dramatization), and in
multiple languages (e.g., multilingual word walls and anchor charts);

• have their learning assessed in terms of the processes they use in multiple languages, both
during the learning and through teachers’ observations and conversations.
Strategies used to differentiate instruction and assessment for English language learners also benefit
many other learners in the classroom, since programming is focused on leveraging all students’
strengths, meeting learners where they are in their learning, being aware of the language demands (e.g.,
the academic vocabulary) in the program, and making learning and thinking visible.
English language learners in English Literacy Development (ELD) programs in Grades 3 to 8 require
accelerated support to develop both their literacy skills and their English language proficiency. These
students have significant gaps in their formal education because of limited or interrupted prior
schooling. Culturally responsive and relevant practices are fundamental in recognizing and connecting to
the informal literacies these students may have. They may bring a deep knowledge of the local customs
and ways of knowing in their home culture, oral language skills, and/or social skills. These students often
require focused support over a longer period than students in English as a Second Language (ESL)
programs. The use of the student’s oral competence in languages other than English is a non-negotiable
scaffold. The strategies described above, such as the use of visuals, the engagement of multimodalities,
the development of everyday and academic vocabulary, the use of technology, and the use of oral
competence, are essential in supporting student success in ELD programs.
Supporting English language learners is a shared responsibility. Collaboration with administrators and
other teachers, particularly ESL/ELD teachers and relevant community representatives, where possible,
contributes to creating equitable outcomes for English language learners. Additional information on
planning for and assessing English language learners can be found in the “Planning for English Language
Learners” subsection of "Considerations for Program Planning”.
The Role of the School Library in Language Programs

The language curriculum is strongly supported by the library learning commons. Teacher-librarians,
where available, can help to nurture and develop a love of reading for learning and for pleasure, assist
students in accessing information and in selecting appropriate texts, and guide students in experiencing
various texts and media that are relevant to their lives. Teacher-librarians may receive training in
developing library collections and/or collaborate with those who have expertise in developing
collections that are culturally responsive and relevant, accessible, diverse, inclusive, and rich in Canadian
content.
Teacher-librarians collaborate with classroom or subject-area teachers, such as language, math, or

science and technology teachers, to create and plan rich literacy experiences for students, teach, and
provide students with authentic information and research tasks that foster learning. They share the
responsibilities of supporting equitable access to information for all students and the development of
students' information literacy skills, including their ability to evaluate the relevance, quality, and
credibility of information and to use it with responsibility and imagination. Additional information on the

role of the school library and teacher-librarians can be found in “The Role of the School Library”
subsection of “Considerations for Program Planning”.
The Role of Information and Communications Technology in Language

Education
The language curriculum was developed with the understanding that the strategic use of technology is
part of an effective program. Technology can extend and enrich teachers’ instructional strategies to
support all students’ learning in language and literacy. Technology can support and foster the
development and demonstration of language learning.
The strategic use of technology to support the achievement of the curriculum expectations requires a
strong understanding of:
• the language and literacy concepts and skills being addressed;

• high-impact instructional practices that can be used as appropriate to achieve the learning
goals;
• the capacity of the chosen technology to augment the learning, and how to use this technology
effectively.
Teachers will find various digital tools useful in their teaching practice, for student-centred learning, for
whole class instruction, and for the design of curriculum units that contain varied approaches to learning
to meet diverse student needs.
Technology can be used to support the processes involved in the language curriculum: to facilitate
access to information (e.g., accessing relevant and credible web-based content); and to allow better
communication and collaboration (e.g., working with peers in collaborative documents, connecting with
experts, and communicating with teachers). Assistive technologies are critical in enabling some students
with special education needs to have equitable access, meaningfully engage with curriculum material,
and take part in classroom activities and must be provided in accordance with students’ Individual
Education Plan (IEP), as required.
The use of technology in the language curriculum also provides opportunities for students to develop
their transferable skills, including digital literacy. When using technology to support the teaching and
learning of language, teachers consider the issues of student safety, privacy, and ethical responsibility,
respect and inclusion, and student well-being.
Although the internet is a powerful learning tool, all students must be made aware of issues of privacy,
safety, and responsible use, as well as of the ways in which the internet can be used to promote hatred.
In all grades, students also need to be reminded of the ethical issues relating to plagiarism and
appropriation. In a digital world that provides quick access to abundant information, it is very easy to
copy the words, music, or images of others and present them as one’s own. Both blatant and nuanced

forms of plagiarism and appropriation, as well as the consequences of engaging in them, should be
clearly discussed before students engage in creating texts.
Teachers understand the importance of technology and how it can be leveraged to support learning and
to ensure that the language curriculum expectations can be met by all students. Additional information
can be found in the “The Role of Information and Communications Technology” subsection of
“Considerations for Program Planning”.
Cross-Curricular and Integrated Learning in Language

Students need well-developed language and literacy skills to succeed in all subject areas, and rich
language and literacy experiences deepen the conceptual understanding and strengthen the
development of knowledge and skills in other subject areas. At the same time, the development of skills
and knowledge in language is often enhanced by learning in other subject areas. Teachers should ensure
that all students have ample opportunities to explore a subject from multiple perspectives by
emphasizing cross-curricular learning and integrated learning. More information about integrating
learning across the curriculum can be found in “Cross-Curricular and Integrated Learning”.
In cross-curricular learning, students are provided with opportunities to learn and use related content
and/or skills in two or more subjects. For example, teachers can use social studies texts in their language
lessons, and incorporate instruction in how to read and view non-fiction texts into their social studies
lessons. In mathematics, students learn to apply their language and literacy skills to extract and interpret
relevant information from a variety of representations, such as a given table, a graph, or an equation, to
determine the 100th term of a pattern. They also learn when and how to use various modalities to
represent mathematical information and express their thinking. For example, students can create a
pattern using concrete materials and describe their pattern using gestures, words, algebraic expressions,
or equations.
In every subject, students learn subject-specific terminology and how to use it with precision to
communicate effectively. All subjects provide many opportunities for them to develop their language
and literacy skills with authentic purposes for reading, writing, listening, speaking, viewing, and
representing.
Creative and critical thinking are at the heart of learning in all subject areas. For example, in science,
students consider diverse perspectives as they develop innovative, ethical, and effective solutions to
societal and environmental problems. In language, students are encouraged from a very early age to
develop their ability to ask questions, to create texts addressing topics on diversity and inclusion, and to
explore a variety of possible answers to those questions. As they progress through the grades, students’
critical thinking skills become more sophisticated as they learn that all sources of information have a
particular point of view and that the recipient of the information has a responsibility to evaluate it,
identify explicit and implicit biases, determine its validity and relevance, and use it in appropriate ways.
The ability to locate, question, and validate information allows a student to become an independent,
lifelong learner.

In integrated learning, students are provided with opportunities to meet expectations from two or more
subjects within a single unit, lesson, or activity. By linking expectations from different subject areas,
teachers can provide students with multiple opportunities to reinforce and demonstrate their
knowledge and skills in a range of contexts. For example, in each grade, there are language and science
and technology expectations that focus on learning about and making connections to First Nations,
Métis, and Inuit knowledge systems and perspectives. There is, therefore, a good fit between these
expectations in the two disciplines, affording an opportunity for developing integrated units.
Many expectations from the arts and language curricula can be linked to create integrated units and
provide students with rich literacy experiences. For example, students will apply their language and
literacy skills when describing and responding to works of art, and their arts literacy skills when
interpreting, creating, and publishing multimodal or multimedia texts. Role-playing7, a key component of
the Drama strand in the arts curriculum, can be used to enhance students’ understanding of texts, to
present a variety of points of view, and to explore new interpretations of texts. Students can draw
storyboards as they develop, evaluate, and revise multimedia texts. They can use their understanding of
cultural contexts and critical thinking skills to strengthen their critical analysis in the arts.
Assessment and Evaluation of Student Achievement

Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, First Edition, Covering
Grades 1 to 12, 2010sets out the Ministry of Education’s assessment, evaluation, and reporting policy.
The policy aims to maintain high standards, improve student learning, and benefit all students, parents8,
and teachers in elementary and secondary schools across the province. Successful implementation of
this policy depends on the professional judgement9 of teachers at all levels as well as their high
expectations of all students, and on their ability to work together and to build trust and confidence
among parents and students.
7When students are engaged in role-playing, the teacher should make important decisions about how
to apply drama strategies so that students are looking at the perspectives and retelling information, and
not speaking in first person through the lens of another person’s lived experiences, including those that
may involve topics pertaining to identity, racism, human rights violations, and acts of genocide.
8 The word parent(s) is used on this website to refer to parent(s) and guardian(s). It may also be taken to
include caregivers or close family members who are responsible for raising the child.
9 “Professional judgement”, as defined in Growing Success (p. 152), is “judgement that is informed by
professional knowledge of curriculum expectations, context, evidence of learning, methods of
instruction and assessment, and the criteria and standards that indicate success in student learning. In
professional practice, judgement involves a purposeful and systematic thinking process that evolves in
terms of accuracy and insight with ongoing reflection and self-correction”.

Major aspects of assessment, evaluation, and reporting policy are summarized in the
general “Assessment and Evaluation” section that applies to all curricula. The key tool for assessment
and evaluation in language – the achievement chart – is provided below.
The Achievement Chart for Grade 1–8 Language
The achievement chart identifies four categories of knowledge and skills and four levels of achievement
in Language. (For important background, see “Content Standards and Performance Standards” in the
general "Assessment and Evaluation" section that applies to all curricula.)

The student:
morphology; syntax; text limited some considerable thorough
features; text forms and genres; knowledge of knowledge of knowledge of knowledge of
strategies used when content content content content
understanding and responding to
texts and when expressing ideas
and creating texts)
concepts; opinions; facts; limited some considerable thorough
perspectives; relationships understanding understanding understanding understanding
among facts, ideas, concepts, of content of content of content of content
themes)
The student:
identifying the purpose for skills with skills with skills with skills with a
reading; identifying the topic, limited some considerable high degree of
purpose, audience, form, and effectiveness effectiveness effectiveness effectiveness
medium for writing; generating
ideas; gathering information;
researching; organizing
information and ideas)
making inferences, interpreting, processing processing processing processing
analyzing, identifying bias, skills with skills with skills with skills with a
synthesizing, evaluating, forming limited some considerable high degree of
conclusions) effectiveness effectiveness effectiveness effectiveness
processes (e.g., researching; creative creative creative creative
comparing and evaluating thinking thinking thinking thinking
strategies and tools used by processes processes processes processes
various creators; creating; with limited with some with with a high
considering and appreciating effectiveness effectiveness considerable degree of
diverse perspectives; reflecting on effectiveness effectiveness
their learning)
The student:

Expression and organization of expresses and expresses and expresses and
expresses and
ideas and information (e.g., organizes organizes organizesorganizes
clarity, logic, coherence) in oral, ideas and ideas ideas andideas and
non-verbal, visual, and/or information and information
information
written forms, including digital with limited information with with a high
and media forms effectiveness with some considerable
degree of
effectiveness
Communication for different communicates communicates communicates
communicates
audiences and purposes (e.g., for different for different for different
for different
use of style, voice, images, audiences and audiences and audiences and
audiences and
gestures, prosody) in oral, visual, purposes with purposes purposes with
purposes with
and written forms, including limited with some considerable
a high degree
media forms effectiveness effectiveness effectiveness
of
effectiveness
Use of conventions (e.g., uses uses uses uses
grammar, spelling, punctuation), conventions, conventions, conventions, conventions,
vocabulary, and terminology of vocabulary, vocabulary, vocabulary, vocabulary,
the discipline in oral, non-verbal, and and and and
visual, and written forms, terminology terminology terminology terminology
including digital and media with with with with a high
forms limited some considerable degree of
effectiveness effectiveness effectiveness effectiveness
contexts

The student:
skills (e.g., concepts, strategies, knowledge knowledge knowledge knowledge
processes) in familiar contexts and skills in and skills in and skills in and skills in
familiar familiar familiar familiar
contexts with contexts with contexts with contexts with
effectiveness
(e.g., concepts, strategies, knowledge knowledge knowledge knowledge
processes) to new contexts and skills to and skills to and skills to and
new contexts new contexts new contexts skills to new
with limited with with contexts with
effectiveness some considerable a high degree
effectiveness effectiveness of
effectiveness

between the text and their own within and within and within and within and
knowledge and lived experiences, between between between between
other texts, the world around various various various various
them, and First Nations, Métis, contexts with contexts with contexts with contexts with
and Inuit perspectives and ways limited some considerable a high degree
of knowing; between disciplines) effectiveness effectiveness effectiveness of
effectiveness
Requirements for Strand A
Learning and assessment related to the expectations in Strand A occurs within the context of learning
related to strands B through D. Student achievement of the expectations in Strand A are to be assessed
and evaluated throughout the year and may be included in the comment section of the report card.
Criteria and Descriptors for Grade 1–8 Language
To guide teachers in their assessment and evaluation of student learning, the achievement chart
provides “criteria” and “descriptors” within each of the four categories of knowledge and skills.
A set of criteria is identified for each category in the achievement chart. The criteria are subsets of the
knowledge and skills that define the category. The criteria identify the aspects of student performance
that are assessed and/or evaluated, and they serve as a guide to what teachers look for. In the language
curriculum, the criteria for each category are as follows:
Knowledge and Understanding
• knowledge of content (e.g., morphology; syntax; text features; text forms and genres; strategies
used when understanding and responding to texts and when expressing ideas and creating
texts)
• understanding of content (e.g., concepts; opinions; facts; perspectives; relationships among
facts, ideas, concepts, themes)
Thinking
• use of planning skills (e.g., identifying the purpose for reading; identifying the topic, purpose,
audience, form, and medium for writing; generating ideas; gathering information; researching;
organizing information and ideas)
• use of processing skills (e.g., making inferences, interpreting, analyzing, identifying bias,
synthesizing, evaluating, forming conclusions)
• use of critical/creative thinking processes (e.g., researching; comparing and evaluating strategies
and tools used by various creators; creating; considering and appreciating diverse perspectives;
reflecting on their learning)
Communication

• expression and organization of ideas and information (e.g., clarity, logic, coherence) in oral, non-
verbal, visual, and/or written forms, including digital and media forms
• communication for different audiences and purposes (e.g., use of style, voice, images, gestures,
prosody) in oral, non-verbal, visual, and/or written forms, including digital and media forms
• use of conventions (e.g., grammar, spelling, punctuation), vocabulary, and terminology of the
discipline in oral, non-verbal, visual, and/or written forms, including digital and media forms
Application
• application of knowledge and skills (e.g., concepts, strategies, processes) in familiar contexts
• transfer of knowledge and skills (e.g., concepts, strategies, processes) to new contexts
• making connections within and between various contexts (e.g., between the text and their own
knowledge and lived experiences, other texts, the world around them, and First Nations, Métis,
and Inuit perspectives and ways of knowing; between disciplines)
“Descriptors” indicate the characteristics of the student’s performance, with respect to a particular
criterion, on which assessment or evaluation is focused. Effectiveness is the descriptor used for each of
the criteria in the Thinking, Communication, and Application categories. What constitutes effectiveness
in any given performance task will vary with the particular criterion being considered. Assessment of
effectiveness may therefore focus on a quality such as appropriateness, clarity, accuracy, precision,
logic, relevance, significance, fluency, flexibility, depth, or breadth, as appropriate for the particular
criterion.
Appendix A: Language Foundations Continuum for

Reading and Writing, Grades 1–4, Overall Expectation
B2
Appendix A provides an at-a-glance chart of the mandatory learning in the “More details” sections that
appear under Overall Expectation B2 in Grades 1 to 4. The chart is available in PDF.
Language Foundations Continuum for Reading and Writing, Grades 1–4, Overall Expectation B2
Appendix B: Language Conventions Continuum for

Reading and Writing, Grades 1–9, Overall Expectation
B3
Appendix B provides an at-a-glance chart of the mandatory learning that appears under Overall
Expectation B3 in Grades 1 to 9.

The chart that follows shows the language conventions associated with syntax and sentence structure,
grammar, and capitalization and punctuation that students are expected to learn and apply through oral
communication, reading, and writing. The chart indicates a continuum of learning – that is, initial
development, consolidation, and refinement – stretching from Grade 1 to Grade 9. This continuum of
learning refers to the approximate windows of time when students are initially developing,
consolidating, and refining the use of these conventions in their own writing. While the chart indicates
the windows when students are using the given structures in their writing, they will likely be adeptly
using and understanding these conventions in oral language much earlier.
These language conventions need to be introduced and developed within the contexts of writing,
reading, and oral communication, rather than in isolation, so that students can learn to use them to
communicate and comprehend in meaningful ways. Emphasis should be placed on the function and role
of a structure within a sentence, instead of simply its name. Although learning is embedded in context,
instruction should still follow a thoughtful, purposeful sequence, systematically teaching conventions
from simple to complex. Instruction should focus on supporting students in understanding the function
of these conventions in well-crafted sentences, and in using them to build correct, sophisticated
sentences that effectively communicate meaning.
Legend
Initial • Initial Development of Learning: Introduce the concept in a

Development (I) contextualized way according to students’ needs
• Students build on their grammatical knowledge during writing and
reading activities
Consolidation (C) • Consolidation of Learning: Consolidate the concept within planned
learning in a contextualized way according to students’ needs
• Students identify, formulate, verify, and apply their grammatical
knowledge during writing and reading activities
Refinement (R) • Refinement of Learning: Refine students’ understanding by providing
opportunities for them to apply the concept to new contextualized
learning
• Students refine their grammatical knowledge and apply it with
proficiency during writing and reading activities
Language conventions by grade

B3.1 Syntax and Sentence Structure 1 2 3 4 5 6 7 8 9
simple sentences: declarative (e.g., The dog barks loudly
I C C R
all day.)
simple sentences: imperative (e.g., Please turn on the
I C C R
water.)
simple sentences: interrogative (e.g., Where is the library
I C C R
book on structures?)
simple sentences: exclamatory (e.g., I am excited and
I C C R
happy to see my friend!)
compound sentences (e.g., Sherice sings in a band and
I C C C C C C C R
sometimes she plays drums.)
complex sentences (e.g., It is freezing outside because it is
I C C C C C C
winter.)
complex sentences with adverbial clauses (e.g., While
I C C C C C C
Aamer is a big fan of soccer, he prefers cricket.)
independent clauses (e.g., Swati reads articles, and Hong
I C C C C R
enjoys novels.)
dependent clauses (e.g., After Nagamo wrote her first
I C C C C R
novel last year, she decided to write a second novel.)
compound-complex sentences (e.g., Since Mykola is
allergic to wheat, he could not have the rolls he made, but I C C C C
he could have the soup.)
sentence fragments and run-on sentences I C C C R
complex sentences with adjective or relative clauses (e.g.,
I C C C
The crowd, who looked happy, danced across the street.)
complex sentences with prepositional clauses (e.g., While
we were playing football, the ball thrown by my friend I C R
went into the lake.)
B3.2 Grammar 1 2 3 4 5 6 7 8 9
common nouns (e.g., firefighter, drum, park) I C R
singular nouns (e.g., teacher, eraser, notebook) I C R
plural nouns (e.g., students, desks, berries) I C R
using the pronoun “I” I C R
verb tense: past (e.g., Hiro walked home from school.) I C C C C C R
verb tense: present (e.g., Maham draws hearts on all her
I C C C C C R
homework.)
verb tense: future (e.g., Chi will write the email after
I C C C C C R
lunch.)
common adjectives (e.g., bumpy, brown, delicious,
I C C R
brilliant)

common conjunctions (e.g., when, so what, whether,
I C C C C C C C R
unless)
abstract nouns (e.g., peace, joy, imagination,
I C C R
reconciliation)
collective nouns (e.g., fleet, bunch, cluster, batch) I C C R
personal pronouns: subject (e.g., you, he, she, it, they,
I C C C R
we)
personal pronouns: object (e.g., you, her, him, it, them,
I C C C R
us)
personal pronouns: possessive (e.g., my, mine; your,
I C C C R
yours; their, theirs; our, ours)
forms of the verb “to be” (e.g., am, are, be, was, being) I C C C C C C R
comparative adjectives (e.g., She is younger than her
I C C C R
brother.)
superlative adjectives (e.g., They use the smallest bag to
I C C C R
carry their groceries.)
coordinating conjunctions (e.g., Karim can be a plumber,
I C C C C C C R
or he can be a welder.)
subordinating conjunctions (e.g., You need to walk slowly
I C C C C C C R
because you may fall on the ice.)
recognition of the words that adverbs modify (e.g., The
I C C C C C R
principal spoke calmly during the meeting.)
possessive nouns (e.g., women’s, man’s, students’) I C C R
linking verbs (e.g., to be, to become, to seem) I C C C C C R
progressive tense (e.g., He was writing an email when the
I C R
phone rang.)
interrogative adjectives (e.g., what, which, whose) I C C R
prepositions (e.g., in, at, on, in front of, next to) I C C C C R
interjections (e.g., wow, hey, ouch) I C C R
relative pronouns (e.g., The woman who called earlier did
I C C C C C
not leave a message.)
perfect tense (e.g., You have shopped in that store.) I C C C C R
interrogative verbs (e.g., Did you break my favourite toy?) I C C C C C
imperative verbs (e.g., Place your order in the next five
I C C C C C
minutes.)
pronouns as adjectives (e.g., Neither came at the time of
I C R
the meeting.)
direct objects for nouns (e.g., They promised the children
I C C C C
new bicycles.)

intensive pronouns (e.g., He himself was responsible for
I C C C C
his success in sports.)
reflexive pronouns (e.g., She bought herself a mango.) I C C C C
proper adjectives (e.g., There are ten Canadian provinces
I C C R
and three territories.)
correlative conjunctions (e.g., Either we walk to school, or
I C C C R
we ride our bicycles.)
gerunds as nouns (e.g., Running is my favourite summer
I C C C
activity.)
distinguish and convert between active voice for verbs
(e.g., The cat chases the mouse.) and passive voice for
I C C C
verbs (e.g., My first day of school is one that will always
be remembered.)
prepositional phrases (e.g., Look to your right and you will
I C C C
see the garage.)
indirect objects (e.g., They gave me a pencil.) I C C
predicate nouns (e.g., My favourite hobby is camping.) I C C
predicate adjectives (e.g., That music sounds wonderful.) I C C
participles (e.g., The boys sitting on the bench were
I C C
talking.)
adverbial phrases (e.g., The person was cheering very
I C C
loudly.)
B3.3 Capitalization and Punctuation 1 2 3 4 5 6 7 8 9
capital letters at the beginning of sentences (e.g., We I C R
walked to the park this morning.)
appropriate punctuation mark at the end of sentences I C R
(e.g., The weather is cloudy.)
capital letters for proper nouns (e.g., My family travelled I C R
from Brantford to Toronto by train.)
commas to separate items in lists (e.g., I like to skate, I C R
sled, and snowshoe in the winter.)
apostrophes for possessives (e.g., Ira’s sister was late to I C C R
meet him for lunch.)
quotation marks for direct speech (e.g., Maia said, “I am I C C C R
busy now.”)
capital letters in dialogue (e.g., The woman exclaimed, I C C C C C R
“We are so happy that you enjoyed your day.”)
capitals for words in titles (e.g., The book was called The I C C R
Journey across Canada.)

commas and quotation marks to mark direct speech and I C C C C R
direct quotations from texts (e.g., “Free bus passes for all
students,” said Mr. Bond.)
apostrophes for contractions (e.g., It’s a nice day outside.) I C C R

capital letters for proper adjectives (e.g., They like to eat I C C C C R
Indian, Korean, and Japanese food.)
commas to set off nouns of direct address (e.g., Dad, I C C C R
where is my baseball bat?)
quotation marks to indicate the title of a short work (e.g., I C C R
“The Peaceful Day” is a short story.)
commas to set off advanced phrases or clauses, such as I C C C C
appositives and participles (e.g., The store owner, who
sells fruit and vegetables, has one child.)
colons for introducing a list after a complete sentence I C C R

(e.g., There were many colours in the painting: red,
purple, and green.)
colons in formal letters and memo salutations (e.g., To I C C R
whom it may concern:)
colons to indicate new speakers in script dialogue (e.g., I C C R
Narrator: The curtain opens to a large sunny window.)
commas after transitional words or phrases (e.g., Lastly, I C C R
you place the taco on the plate.)
colons to introduce a quotation after a complete sentence I C R
(e.g., This phrase recurs throughout the film: “Pass the
rice.”)
semicolons to separate two independent clauses (e.g., I I C C
went to the market; I forgot to buy corn soup.)
commas to set off conjunctive adverbs (e.g., Your dog got I C C
into the neighbour’s yard; in addition, he dug up the
flowers.)
ellipses or dashes to indicate an admission, a pause, or a I C C
break (e.g., Yesterday he enrolled...in art instead of
music.)

Language, Grade 5
Expectations by strand
A. Literacy Connections and Applications
This strand focuses on students applying the seven transferable skills in language and literacy contexts,
developing digital media literacy skills, applying language and literacy learning in other contexts, and
engaging with texts that foster understanding of diverse identities, experiences, perspectives, histories,
and contributions. In all grades of the language program, the learning related to this strand takes place
in the context of learning related to Strand B, Foundations of Language; Strand C, Comprehension:
Understanding and Responding to Texts; and Strand D, Composition: Expressing Ideas and Creating
Texts. Strand A should be assessed and evaluated within these contexts.
Overall expectations
Throughout Grade 5, in connection with the learning in strands B to D, students will:
A1. Transferable Skills

demonstrate an understanding of how the seven transferable skills (critical thinking and problem
solving; innovation, creativity, and entrepreneurship; self-directed learning; collaboration;
communication; global citizenship and sustainability; and digital literacy) are used in various language
and literacy contexts
Specific expectations
Receptive and Expressive Communication

A1.1 explain how transferable skills can be used to support communication in various cultural, social,
linguistic, and domain-specific contexts, and apply them when reading, listening to, viewing, and
creating texts of various forms
Student Agency and Engagement

A1.2 explain how transferable skills help them to express their voice, be engaged in their learning, and
plan the next steps to develop their capabilities and potential

A2. Digital Media Literacy
demonstrate and apply the knowledge and skills needed to interact safely and responsibly in online
environments, use digital and media tools to construct knowledge, and demonstrate learning as critical
consumers and creators of media
Digital Citizenship
A2.1 explain their rights and responsibilities when interacting online with appropriate permission, and
make decisions that contribute positively to the development of their digital identity and those of their
communities
Online Safety, Well-Being, and Etiquette

A2.2 demonstrate an understanding of how to navigate online environments safely, manage their
privacy and personal data, and interact in a way that supports their well-being and that of others,
including seeking appropriate permission
Research and Information Literacy

A2.3 gather, evaluate, and use information, considering validity, credibility, accuracy, and perspectives,
to construct knowledge, create texts, and demonstrate learning
Forms, Conventions, and Techniques

A2.4 demonstrate an understanding of the forms, conventions, and techniques of digital and media
texts, consider the impact on the audience, and apply this understanding when analyzing and creating
texts
Media, Audience, and Production

A2.5 demonstrate an understanding of the interrelationships between the form, message, and context
of texts, the intended audience, and the purpose for production
Innovation and Design

A2.6 select and use appropriate digital and media tools to support the design process and address
authentic, relevant, real-world problems by developing innovative solutions
Community and Cultural Awareness

A2.7 communicate and collaborate with various communities in a safe, respectful, responsible, and
inclusive manner when using online platforms and environments, including digital and media tools, and
demonstrate cultural awareness with members of the community

A3. Applications, Connections, and Contributions
apply language and literacy skills in cross-curricular and integrated learning, and demonstrate an
understanding of, and make connections to, diverse voices, experiences, perspectives, histories, and
contributions, including those of First Nations, Métis, and Inuit individuals, communities, groups, and
nations
Cross-Curricular and Integrated Learning

A3.1 explain how the knowledge and skills developed in this grade support learning in various subject
areas and in everyday life, and describe how they enhance understanding and communication
Identity and Community

A3.2 demonstrate an understanding of the historical contexts, contributions, lived experiences, and
perspectives of a diversity of individuals and communities, including those in Canada, by exploring the
concepts of identity, self, and sense of belonging in a variety of culturally responsive and relevant texts
First Nations, Métis, and Inuit Perspectives and Ways of Knowing

A3.3 explain themes explored in First Nations, Métis, and Inuit cultures to demonstrate an
understanding of the varied identities, perspectives, relationships, legacies, truths, and ways of knowing,
being, and doing
B. Foundations of Language
By the end of Grade 5, students will:
B1. Oral and Non-Verbal Communication

apply listening, speaking, and non-verbal communication skills and strategies to understand and
communicate meaning in formal and informal contexts and for various purposes and audiences

Effective Listening Skills
B1.1 use effective listening skills, including expressing interest in what is being said at appropriate times,
asking questions to encourage a speaker to elaborate, and responding to the contributions of others in
group discussions, in formal and informal contexts and for various purposes
Listening Strategies for Comprehension

B1.2 select and use a variety of listening strategies before, during, and after listening to comprehend
information and messages communicated orally and non-verbally, determine the purpose of a text,
construct meaning, seek clarification, and develop an appropriate response
Speaking Purposes and Strategies

B1.3 identify the purpose and audience for speaking in formal and informal contexts, and use
appropriate speaking strategies, including paraphrasing and restating, to communicate clearly and
coherently
Oral and Non-Verbal Communication Strategies

B1.4 identify and use oral and non-verbal communication strategies, including expression, gestures, and
body language, and explain how these strategies help them understand or communicate ideas and
meaning
Word Choice, Syntax, and Grammar in Oral Communication

B1.5 use appropriate word choice, including new vocabulary, varied adjectives and adverbs to elaborate,
a variety of sentence types, and cohesive sentences during formal and informal communication, to
support audience comprehension
B2. Language Foundations for Reading and Writing

demonstrate an understanding of foundational language knowledge and skills, and apply this
understanding when reading and writing
Word-Level Reading and Spelling: Using Morphological Knowledge

B2.1 use generalized knowledge of the meanings of words and morphemes (i.e., bases, prefixes, and
suffixes) to read and spell words with accuracy and automaticity
Vocabulary
B2.2 demonstrate an understanding of a variety of words, acquire and use explicitly taught vocabulary in
various contexts, including other subject areas, and use generalized morphological knowledge to analyze
and understand new words in context

Reading Fluency: Accuracy, Rate, and Prosody
B2.3 read a variety of texts fluently, with accuracy and appropriate pacing to support comprehension,
and when reading aloud, adjust expression and intonation according to the purpose of reading
B3. Language Conventions for Reading and Writing

demonstrate an understanding of sentence structure, grammar, cohesive ties, and capitalization and
punctuation, and apply this knowledge when reading and writing sentences, paragraphs, and a variety
of texts
i
For an at-a-glance view of the mandatory learning across grades, see Appendix B:
Language Conventions Continuum for Reading and Writing, Grades 1–9, Overall
Expectation B3.
Syntax and Sentence Structure

B3.1 identify and construct various sentence types and forms, including compound-complex sentences,
and correct sentence fragments and run-on sentences
Grammar
B3.2 demonstrate an understanding of the functions of parts of speech in sentences, including direct
objects for nouns, intensive and reflexive pronouns, proper adjectives, and correlative conjunctions, and
use this knowledge to support comprehension and communicate meaning clearly
Capitalization and Punctuation

B3.3 use their understanding of the meaning and function of capitalization and punctuation to
communicate meaning clearly and coherently, including the use of commas to set off advanced phrases
or clauses such as appositives and participles, and colons for introducing a list after a complete sentence

C. Comprehension: Understanding and Responding to
Texts
C1. Knowledge about Texts

apply foundational knowledge and skills to understand a variety of texts, including digital and media
texts, by creators with diverse identities, perspectives, and experience, and demonstrate an
understanding of the patterns, features, and elements of style associated with various text forms and
genres
Using Foundational Knowledge and Skills to Comprehend Texts

C1.1 read and comprehend various texts, using knowledge of words, grammar, cohesive ties, sentence
structures, and background knowledge
Text Forms and Genres

C1.2 describe some characteristics of various text forms and genres, including cultural text forms, and
explain how they help communicate meaning
Text Patterns and Features

C1.3 identify text patterns, such as cause and effect in a persuasive text, and text features, such as a
preface and glossary, associated with various text forms, including cultural texts, and explain how they
help readers, listeners, and viewers understand the meaning
Visual Elements of Texts

C1.4 explain how images, graphics, and visual design create, communicate, and contribute to meaning in
a variety of texts
Elements of Style
C1.5 describe various elements of style in texts, including voice, word choice, word patterns, and
sentence structure, and analyze how each element helps create meaning and is appropriate for the text
form and genre

Point of View
C1.6 identify the narrator’s point of view, including first, second, or third person, in a variety of texts,
and describe the advantages and disadvantages of the approach used in each story
Indigenous Context of Various Text Forms

C1.7 read, listen to, and view various forms of texts by diverse First Nations, Métis, and Inuit creators to
make meaning through Indigenous Storywork about First Nations, Métis, and Inuit histories, cultures,
relationships, communities, groups, nations, and lived experiences
C2. Comprehension Strategies

apply comprehension strategies before, during, and after reading, listening to, and viewing a variety of
texts, including digital and media texts, by creators with diverse identities, perspectives, and experience,
in order to understand and clarify the meaning of texts
Prereading: Activating Prior Knowledge

C2.1 identify and explain prior knowledge from various sources, including personal experiences, that
they can use to make connections and understand new texts
Prereading: Identifying the Purpose for Reading, Listening, and Viewing

C2.2 identify a variety of purposes for engaging with texts, and select texts from diverse creators that
are suitable for the purposes
Monitoring of Understanding: Making and Confirming Predictions

C2.3 make predictions using background knowledge, text features, and evidence from the text, and pose
questions to check whether their predictions were correct
Monitoring of Understanding: Ongoing Comprehension Check

C2.4 use strategies such as adjusting reading rate, visualizing, reading ahead, asking questions, and
consulting references and other texts or sources of information, to monitor and confirm their
understanding of various texts
Monitoring of Understanding: Making Connections

C2.5 describe how the ideas expressed in texts connect to their knowledges and lived experiences, the
ideas in other texts, and the world around them

Summarizing: Identifying Relevant Information and Drawing Conclusions
C2.6 summarize the main idea of a text and the supporting details in sequence, and draw a well-
supported conclusion
Reflecting on Learning
C2.7 explain how strategies such as visualizing, making predictions, summarizing, and connecting to
their experiences have helped them comprehend various texts
C3. Critical Thinking in Literacy

apply critical thinking skills to deepen understanding of texts, and analyze how various perspectives and
topics are communicated and addressed in a variety of texts, including digital, media, and cultural texts
Literary Devices
C3.1 describe literary devices, including imagery and humour, in a variety of texts, and explain how they
help create meaning and are appropriate for the intended purpose and audience
Making Inferences
C3.2 make local and global inferences, using explicit and implicit evidence, to extend their
understanding of various texts
Analyzing Texts
C3.3 analyze various texts, including literary and informational texts, by identifying main and supporting
ideas, sequencing the events of multiple plots, recording relevant information, and explaining cause and
effect
Analyzing Cultural Elements of Texts

C3.4 identify cultural elements that are represented in various texts, including, norms, values, artifacts,
sports, and music, investigate the meanings of these elements, and make connections to their lived
experience and culture
Perspectives within Texts

C3.5 identify explicit and implicit perspectives communicated in various texts, explain how these
perspectives are conveyed, give some evidence of any biases the texts may contain, and suggest how
such biases could influence an audience

Analysis and Response
C3.6 explain how various topics, such as diversity, inclusion, and accessibility, are addressed in texts, and
describe what insights or messages are conveyed
Indigenous Contexts
C3.7 explain how texts created by First Nations, Métis, and Inuit individuals, communities, groups, or
nations are influenced by historical periods, cultural experiences, and events, and how they relate to
current lived experiences
C3.8 identify the critical thinking skills they used to analyze and evaluate various texts, and explain how
these skills have helped them better understand the texts
D. Composition: Expressing Ideas and Creating Texts

D1. Developing Ideas and Organizing Content

plan, develop ideas, gather information, and organize content for creating texts of various forms,
including digital and media texts, on a variety of topics
Purpose and Audience

D1.1 identify the topic, purpose, and audience for various texts they plan to create, and explain why the
chosen text form, genre, and medium suit the purpose and audience and how they will help
communicate the intended meaning
Developing Ideas
D1.2 generate and develop ideas and details about various topics, such as topics related to diversity,
equity, and inclusion and to other subject areas, using a variety of strategies, and drawing on various
resources, including their own lived experiences

Research
D1.3 gather and record information and content relevant to a topic, using multiple textual sources;
verify the reliability of sources, using simple criteria; and record the creator and source of all content
created by others
Organizing Content
D1.4 select and classify ideas and collected information, using appropriate strategies and tools, and
sequence content, taking into account the chosen text form, genre, and medium
D1.5 describe the strategies and tools that helped them develop ideas and organize content for texts of
the chosen forms, genres, and media, and explain how they helped them improve as a text creator
D2. Creating Texts

apply knowledge and understanding of various text forms and genres to create, revise, edit, and
proofread their own texts, using a variety of media, tools, and strategies, and reflect critically on created
texts
Producing Drafts
D2.1 draft texts of various forms and genres, including narrative, persuasive, and informational texts,
using a variety of media, tools, and strategies
Printing, Handwriting, and Word Processing

D2.2 write in fluent cursive, begin to keyboard with automaticity, and apply word-processing skills,
including selecting appropriate fonts, to produce and enhance texts of various lengths
Voice
D2.3 establish a personal voice in their texts, using varied language and elements of style to express
their thoughts, feelings, and opinions about a topic, and using a tone appropriate to the form and genre
Point of View and Perspective

D2.4 identify the point of view, implicit and explicit perspectives, and bias conveyed in their texts, and
explain how their messages might be interpreted by audiences with different perspectives
Revision
D2.5 make revisions to the content of draft texts and to elements of style, such as word choice, and add
or delete sentences, to improve clarity, focus, and coherence, seeking feedback

Editing and Proofreading
D2.6 edit draft texts to improve accuracy and style, checking for errors in spelling, punctuation,
grammar, and format; use a word processor to edit texts
D3. Publishing, Presenting, and Reflecting

select suitable and effective media, techniques, and tools to publish and present final texts, and critically
analyze how well the texts address various topics
Producing Final Texts

D3.1 produce final texts using a variety of techniques and tools, including digital design and production
tools, to achieve the intended effect
Publishing and Presenting Texts

D3.2 publish and present texts they have created, using selected media and tools, and explain how each
helped them communicate their intended message
D3.3 describe various strategies and tools that helped them communicate their intended message when
publishing and presenting texts, and suggest steps for future improvement as a text creator
Information for parents

A parent’s guide to Language, Grades 1–8 (2023)
Language, Grade 6
Expectations by strand
A. Literacy Connections and Applications
This strand focuses on students applying the seven transferable skills in language and literacy contexts,
developing digital media literacy skills, applying language and literacy learning in other contexts, and
engaging with texts that foster understanding of diverse identities, experiences, perspectives, histories,

and contributions. In all grades of the language program, the learning related to this strand takes place
in the context of learning related to Strand B, Foundations of Language; Strand C, Comprehension:
Understanding and Responding to Texts; and Strand D, Composition: Expressing Ideas and Creating
Texts. Strand A should be assessed and evaluated within these contexts.
A1. Transferable Skills

demonstrate an understanding of how the seven transferable skills (critical thinking and problem
solving; innovation, creativity, and entrepreneurship; self-directed learning; collaboration;
communication; global citizenship and sustainability; and digital literacy) are used in various language
and literacy contexts
Receptive and Expressive Communication

A1.1 explain how transferable skills can be used to support communication in various cultural, social,
linguistic, and domain-specific contexts, and apply them when reading, listening to, viewing, and
creating texts of various forms
Student Agency and Engagement

A1.2 explain how transferable skills help them to express their voice, be engaged in their learning, and
plan the next steps to develop their capabilities and potential
A2. Digital Media Literacy

demonstrate and apply the knowledge and skills needed to interact safely and responsibly in online
environments, use digital and media tools to construct knowledge, and demonstrate learning as critical
consumers and creators of media
Digital Citizenship
A2.1 explain their rights and responsibilities when interacting online with appropriate permission, and
make decisions that contribute positively to the development of their digital identity and those of their
communities

Online Safety, Well-Being, and Etiquette
A2.2 demonstrate an understanding of how to navigate online environments safely, manage their
privacy and personal data, and interact in a way that supports their well-being and that of others,
including seeking appropriate permission
Research and Information Literacy

A2.3 gather, evaluate, and use information, considering validity, credibility, accuracy, and perspectives,
to construct knowledge, create texts, and demonstrate learning
Forms, Conventions, and Techniques

A2.4 demonstrate an understanding of the forms, conventions, and techniques of digital and media
texts, consider the impact on the audience, and apply this understanding when analyzing and creating
texts
Media, Audience, and Production

A2.5 demonstrate an understanding of the interrelationships between the form, message, and context
of texts, the intended audience, and the purpose for production
Innovation and Design

A2.6 select and use appropriate digital and media tools to support the design process and address
authentic, relevant, real-world problems by developing innovative solutions
Community and Cultural Awareness

A2.7 communicate and collaborate with various communities in a safe, respectful, responsible, and
inclusive manner when using online platforms and environments, including digital and media tools, and
demonstrate cultural awareness with members of the community
A3. Applications, Connections, and Contributions

apply language and literacy skills in cross-curricular and integrated learning, and demonstrate an
understanding of, and make connections to, diverse voices, experiences, perspectives, histories, and
contributions, including those of First Nations, Métis, and Inuit individuals, communities, groups, and
nations
Cross-Curricular and Integrated Learning

A3.1 explain how the knowledge and skills developed in this grade support learning in various subject
areas and in everyday life, and describe how they enhance understanding and communication

Identity and Community
A3.2 demonstrate an understanding of the historical contexts, contributions, lived experiences, and
perspectives of a diversity of individuals and communities, including those in Canada, by exploring the
concepts of identity, self, and sense of belonging in a variety of culturally responsive and relevant texts
First Nations, Métis, and Inuit Perspectives and Ways of Knowing

A3.3 explain themes explored in First Nations, Métis, and Inuit cultures to demonstrate an
understanding of the varied identities, perspectives, relationships, legacies, truths, and ways of knowing,
being, and doing
B. Foundations of Language
B1. Oral and Non-Verbal Communication

apply listening, speaking, and non-verbal communication skills and strategies to understand and
communicate meaning in formal and informal contexts and for various purposes and audiences
Effective Listening Skills

B1.1 analyze various effective listening skills, including understanding when to ask relevant questions
and how to respond to the contributions of others in group discussions, and use these skills in formal
and informal contexts and for various purposes
Listening Strategies for Comprehension

B1.2 select and use a variety of listening strategies before, during, and after listening to comprehend
information communicated orally and non-verbally, seek clarification, and develop a relevant response
appropriate to the context
Speaking Purposes and Strategies

B1.3 identify the purpose and audience for speaking in formal and informal contexts, and choose
appropriate speaking strategies to communicate clearly and coherently

Oral and Non-Verbal Communication Strategies
B1.4 identify and use oral and non-verbal communication strategies, including expression, gestures, and
body language, and analyze the ways in which these strategies support understanding or
communication, including how their use may vary across cultures
Word Choice, Syntax, and Grammar in Oral Communication

B1.5 use precise and descriptive word choice, including varied adjectives and adverbs to elaborate, a
variety of sentence types, cohesive sentences, and the active or passive voice as appropriate during
formal and informal communication, to support audience comprehension
B2. Language Foundations for Reading and Writing

demonstrate an understanding of foundational language knowledge and skills, and apply this
understanding when reading and writing
Word-Level Reading and Spelling: Using Morphological Knowledge

B2.1 use generalized knowledge of the meanings of words and morphemes (i.e., bases, prefixes, and
suffixes) to read and spell complex words with accuracy and automaticity
Vocabulary
B2.2 demonstrate an understanding of a variety of words, acquire and use explicitly taught vocabulary in
various contexts, including other subject areas, and use generalized morphological knowledge to analyze
and understand new words in context
Reading Fluency: Accuracy, Rate, and Prosody

B2.3 read a variety of texts fluently, with accuracy and appropriate pacing to support comprehension,
and when reading aloud, adjust expression and intonation according to the purpose of reading
B3. Language Conventions for Reading and Writing

demonstrate an understanding of sentence structure, grammar, cohesive ties, and capitalization and
punctuation, and apply this knowledge when reading and writing sentences, paragraphs, and a variety
of texts

i
For an at-a-glance view of the mandatory learning across grades, see Appendix B:
Language Conventions Continuum for Reading and Writing, Grades 1–9, Overall
Expectation B3.
Syntax and Sentence Structure

B3.1 use their knowledge of sentence types and forms to construct sentences that communicate ideas
effectively, including using and creating complex sentences with adjective or relative clauses to express
relationships among ideas
Grammar
B3.2 demonstrate an understanding of the functions of parts of speech in sentences, including nouns
that are gerunds, distinguishing and converting between active and passive voice, and use this
knowledge to support comprehension and communicate meaning clearly
Capitalization and Punctuation

B3.3 use their understanding of the meaning and function of capitalization and punctuation to
communicate meaning clearly and coherently, including the use of colons in formal letters and memo
salutations and to indicate a new speaker in script dialogue, and commas after transitional words or
phrases
C. Comprehension: Understanding and Responding to

Texts
C1. Knowledge about Texts

apply foundational knowledge and skills to understand a variety of texts, including digital and media
texts, by creators with diverse identities, perspectives, and experience, and demonstrate an
understanding of the patterns, features, and elements of style associated with various text forms and
genres

Using Foundational Knowledge and Skills to Comprehend Texts
C1.1 read and comprehend various texts, using knowledge of words, grammar, cohesive ties, sentence
structures, and background knowledge
Text Forms and Genres

C1.2 analyze a variety of text forms and genres, including cultural text forms, and explain how their
characteristics help communicate meaning
Text Patterns and Features

C1.3 analyze text patterns, such as problem-solution in a report, and text features, such as subheadings
and pull-down menus, associated with various text forms, including cultural texts, and explain how they
help readers, listeners, and viewers understand the meaning
Visual Elements of Texts

C1.4 analyze and compare how images, graphics, and visual design create, communicate, and contribute
to meaning in a variety of texts
Elements of Style
C1.5 identify various elements of style in texts, including voice, word choice, word patterns, and
sentence structure, and analyze how each element helps create meaning and is appropriate for the text
form and genre
Point of View
C1.6 identify the narrator’s point of view, including first, second, or third person, in a variety of texts,
providing evidence, and explain how using an alternative point of view would change each story
Indigenous Context of Various Text Forms

C1.7 read, listen to, and view various forms of texts by diverse First Nations, Métis, and Inuit creators to
make meaning through Indigenous Storywork about First Nations, Métis, and Inuit histories, cultures,
relationships, communities, groups, nations, and lived experiences
C2. Comprehension Strategies

apply comprehension strategies before, during, and after reading, listening to, and viewing a variety of
texts, including digital and media texts, by creators with diverse identities, perspectives, and experience,
in order to understand and clarify the meaning of texts

Prereading: Activating Prior Knowledge
C2.1 identify and explain prior knowledge from various sources, including personal experiences and
learning in other subject areas, that they can use to make connections and understand new texts
Prereading: Identifying the Purpose for Reading, Listening, and Viewing

C2.2 identify a variety of purposes for engaging with texts, select texts from diverse creators that are
suitable for the purposes, and explain why the selections are appropriate
Monitoring of Understanding: Making and Confirming Predictions

C2.3 make predictions using background knowledge and textual information, pose questions to check
whether their predictions were correct, and, if not, adjust their understanding
Monitoring of Understanding: Ongoing Comprehension Check

C2.4 use strategies such as visualizing, reading ahead, asking questions, and consulting references and
other texts or sources of information, to monitor and confirm their understanding of various texts
Monitoring of Understanding: Making Connections

C2.5 explain how the ideas expressed in texts connect to their knowledges and lived experiences, the
ideas in other texts, and the world around them
Summarizing: Identifying Relevant Information and Drawing Conclusions

C2.6 summarize and record the main idea and supporting details in various texts, and draw well-
supported conclusions
C2.7 explain and compare how various strategies, such as visualizing, making predictions, summarizing,
and connecting to their experiences, have helped them comprehend various texts, and set goals to
improve their comprehension
C3. Critical Thinking in Literacy

apply critical thinking skills to deepen understanding of texts, and analyze how various perspectives and
topics are communicated and addressed in a variety of texts, including digital, media, and cultural texts
Literary Devices
C3.1 describe literary devices, including hyperbole and idioms, in a variety of texts, and explain how they
help create meaning and are appropriate for the intended purpose and audience

Making Inferences
C3.2 make local and global inferences, using explicit and implicit evidence, to develop interpretations
about various texts and to extend their understanding
Analyzing Texts
C3.3 analyze various texts, including literary and informational texts, by identifying main and supporting
ideas, evaluating the quality of information and its relevance for a specific purpose, and formulating
conclusions
Analyzing Cultural Elements of Texts

C3.4 analyze cultural elements that are represented in various texts, including values, rituals and
ceremonies, architecture, art, and dance, by investigating the meanings of these elements, making
connections to their lived experience and culture, and sharing their interpretations with others
Perspectives within Texts

C3.5 explain explicit and implicit perspectives communicated in various texts, including narrative texts,
provide any evidence that could suggest bias in these perspectives, and suggest ways to avoid any such
bias
Analysis and Response

C3.6 explain how various topics, such as diversity, inclusion, and accessibility, are addressed in texts,
analyze the insights or messages conveyed, and identify different positions presented
Indigenous Contexts
C3.7 assess the influence of historical periods, cultural experiences, and/or socio-political conditions and
events on texts created by First Nations, Métis, and Inuit individuals, communities, groups, or nations,
and how they relate to current lived experiences
C3.8 compare the critical thinking skills they used when analyzing and evaluating various texts, identify
the skills that best supported their understanding, and explain why they were effective

D. Composition: Expressing Ideas and Creating Texts
D1. Developing Ideas and Organizing Content

plan, develop ideas, gather information, and organize content for creating texts of various forms,
including digital and media texts, on a variety of topics
Purpose and Audience

D1.1 identify the topic, purpose, and audience for various texts they plan to create, and explain why the
chosen text form, genre, and medium suit the purpose and audience, and how they will help
communicate the intended meaning
Developing Ideas
D1.2 generate and develop ideas and details about various topics, such as topics related to diversity,
equity, and inclusion and to other subject areas, using a variety of strategies, and drawing on various
resources, including their own lived experiences
Research
D1.3 gather information and content relevant to a topic, using multiple textual sources; summarize the
information; verify the reliability of sources; and record the creator and source of all content created by
others
Organizing Content
D1.4 classify and sequence ideas and collected information, using appropriate strategies and tools, and
identify and organize relevant content, taking into account the chosen text form, genre, and medium
D1.5 explain and compare how the strategies and tools used helped them develop ideas and organize
content for texts of the chosen forms, genres, and media, and how they helped them improve as a text
creator

D2. Creating Texts
apply knowledge and understanding of various text forms and genres to create, revise, edit, and
proofread their own texts, using a variety of media, tools, and strategies, and reflect critically on created
texts
Producing Drafts
D2.1 draft complex texts of various forms and genres, including narrative, expository, and informational
texts, using a variety of media, tools, and strategies
Printing, Handwriting, and Word Processing

D2.2 write in fluent cursive, and apply keyboarding skills with increasing fluency, automaticity, and
proficiency to improve the accuracy and effect of texts
Voice
D2.3 establish a personal voice in their texts, using varied language and elements of style to express
their thoughts, feelings, and opinions about a topic, and using a tone appropriate to the form and genre
Point of View and Perspective

D2.4 identify the point of view, perspectives, and bias conveyed in their texts, and explain how their
messages might be interpreted by audiences with different perspectives
Revision
D2.5 make revisions to the content, elements of style, patterns, and features of draft texts, and add and
delete sentences to improve clarity, focus, and coherence, using various strategies and seeking and
selectively using feedback
Editing and Proofreading

D2.6 edit draft texts to improve accuracy and style, checking for errors in spelling, punctuation,
grammar, and format; edit digital texts using word-processing software, including spell- and grammar-
checkers
D3. Publishing, Presenting, and Reflecting

select suitable and effective media, techniques, and tools to publish and present final texts, and critically
analyze how well the texts address various topics

Producing Final Texts

D3.1 produce final texts, selecting a variety of suitable techniques and tools, including digital design and
production tools, to achieve the intended effect
Publishing and Presenting Texts

D3.2 publish and present texts they have created, using selected media and tools, and analyze how their
choices helped them communicate their intended message
D3.3 compare how various strategies and tools helped them communicate their intended message
when publishing and presenting texts, and suggest future steps for improvement as a text creator
Information for parents

A parent’s guide to Language, Grades 1–8 (2023)


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THE ONTARIO CURRICULUM

© King's Printer for Ontario, 2023

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Scope and Sequence Resource Guides

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- Ontario Ministry of Education, Paying Attention to Literacy: Six Foundations

The Importance of Literacy

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The Scope of Literacy

Critical Thinking and Critical Literacy

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- Council of Ministers of Education, Canada (CMEC), Measuring Up: Canadian

The Importance of Mathematical Literacy2

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Mathematical literacy is as important as proficiency in reading and writing. Mathematics is so entwined

The Scope of Mathematical Literacy

Mathematical literacy encompasses the ability to:

• estimate in numerical or geometric situations

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Social-Emotional Learning Skills

Students will learn skills to: So that they can:

• recognize sources of stress and cope with • develop personal resilience

• maintain positive motivation and • foster a sense of optimism and hope

• build relationships and communicate • support healthy relationships and respect

• develop self-awareness and self- • develop a sense of identity and belonging

• think critically and creatively • make informed decisions and solve

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The primary purpose of assessment and evaluation is to improve student learning.

• are fair, transparent, and equitable;

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Culturally Responsive and Relevant Assessment and

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Learning Skills and Work Habits

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The purposes of the achievement chart are to:

Assessment “for Learning” and “as Learning”

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• plan assessment concurrently and integrate it seamlessly with instruction;

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Reporting Student Achievement

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Communication with parents and students

Categories of Knowledge and Skills

The categories of knowledge and skills are as follows:

Communication. The conveying of meaning and expression through various forms.

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Criteria and Descriptors

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Sample Achievement Charts

• The Arts, Grades 1–8

The Achievement Chart for The Arts, Grades 1–8

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