2023 Language Curriculum

Grade 3/4/5/6 Comparison

A. Literacy Connections and Applications

By the end of each grade, students will:

Overall Expectation A1: Transferable Skill

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:
Grade 3 Grade 4 Grade 5 Grade 6
Receptive and Expressive Communication
A1.1 A1.1 A1.1 A1.1
identify how transferable skills can explain how transferable skills can explain how transferable skills can explain how transferable skills can
be used to support communication be used to support communication be used to support communication be used to support communication
in various cultural, social, linguistic, in various cultural, social, linguistic, in various cultural, social, linguistic, in various cultural, social, linguistic,
and domain-specific contexts, and and domain-specific contexts, and and domain-specific contexts, and and domain-specific contexts, and
apply them when reading, listening apply them when reading, listening apply them when reading, listening apply them when reading, listening
to, viewing, and creating texts of to, viewing, and creating texts of to, viewing, and creating texts of to, viewing, and creating texts of
various forms various forms various forms various forms

Student Agency and Engagement

A1.2 A1.2 A1.2 A1.2
demonstrate an understanding of explain how transferable skills help explain how transferable skills help explain how transferable skills help
how transferable skills help them to them to express their voice, be them to express their voice, be them to express their voice, be
express their voice and be engaged engaged in their learning, and plan engaged in their learning, and plan engaged in their learning, and plan
in their learning the next steps to develop their the next steps to develop their the next steps to develop their
capabilities and potential capabilities and potential capabilities and potential
 A. Literacy Connections and Applications
By the end of each grade, students will:

Overall Expectation 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

Specific Expectations:
Grade 3 Grade 4 Grade 5 Grade 6
Digital Citizenship
A2.1 A2.1 A2.1 A2.1
demonstrate an understanding of explain their rights and explain their rights and explain their rights and
their rights and responsibilities when responsibilities when interacting responsibilities when interacting responsibilities when interacting
interacting online with appropriate online with appropriate permission, online with appropriate permission, online with appropriate permission,
permission, and make decisions that and make decisions that contribute and make decisions that contribute and make decisions that contribute
contribute positively to the positively to the development of positively to the development of positively to the development of
development of their digital identity their digital identity and those of their digital identity and those of their digital identity and those of
and those of their communities their communities their communities their communities

Online Safety, Well-Being, and Etiquette

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

Research and Information Literacy

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

Forms, Conventions, and Techniques

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

Media, Audience, and Production

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

Innovation and Design

A2.6 A2.6 A2.6 A2.6
use digital and media tools to select and use appropriate digital select and use appropriate digital select and use appropriate digital
support stages of the design and media tools to support the and media tools to support the and media tools to support the
process and to develop creative design process and address design process and address design process and address
solutions to authentic, real-world authentic, relevant, real-world authentic, relevant, real-world authentic, relevant, real-world
problems problems by developing innovative problems by developing innovative problems by developing innovative
solutions solutions solutions

Community and Cultural Awareness

A2.7 A2.7 A2.7 A2.7
communicate and collaborate with communicate and collaborate with communicate and collaborate with communicate and collaborate with
various communities in a safe, various communities in a safe, various communities in a safe, various communities in a safe,
respectful, responsible, and respectful, responsible, and respectful, responsible, and respectful, responsible, and
inclusive manner when using online inclusive manner when using online inclusive manner when using online inclusive manner when using online
platforms and environments, platforms and environments, platforms and environments, platforms and environments,
including digital and media tools, including digital and media tools, including digital and media tools, including digital and media tools,
and demonstrate cultural and demonstrate cultural and demonstrate cultural and demonstrate cultural
awareness with members of the awareness with members of the awareness with members of the awareness with members of the
community community community community
 A. Literacy Connections and Applications
By the end of each grade, students will:

Overall Expectation 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

Specific Expectations:
Grade 3 Grade 4 Grade 5 Grade 6
Cross-Curricular and Integrated Learning
A3.1 A3.1 A3.1 A3.1
apply the knowledge and skills explain how the knowledge and explain how the knowledge and explain how the knowledge and
developed in this grade to support skills developed in this grade skills developed in this grade skills developed in this grade
learning in various subject areas and support learning in various subject support learning in various subject support learning in various subject
identify some ways this learning can areas and in everyday life, and areas and in everyday life, and areas and in everyday life, and
be used in everyday life describe how they enhance describe how they enhance describe how they enhance
understanding and communication
understanding and communication understanding and communication

Identity and Community

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

First Nations, Métis, and Inuit Perspectives and Ways of Knowing

A3.3 A3.3 A3.3 A3.3
identify themes explored in First explain themes explored in First explain themes explored in First explain themes explored in First
Nations, Métis, and Inuit cultures to Nations, Métis, and Inuit cultures to Nations, Métis, and Inuit cultures to Nations, Métis, and Inuit cultures to
demonstrate an understanding of demonstrate an understanding of demonstrate an understanding of demonstrate an understanding of
the varied identities, perspectives, the varied identities, perspectives, the varied identities, perspectives, the varied identities, perspectives,
relationships, legacies, truths, and relationships, legacies, truths, and relationships, legacies, truths, and relationships, legacies, truths, and
ways of knowing, being, and doing
ways of knowing, being, and doing ways of knowing, being, and doing ways of knowing, being, and doing
 B. Foundations of Language
By the end of each grade, students will:

Overall Expectation 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

Specific Expectations:
Grade 3 Grade 4 Grade 5 Grade 6
Effective Listening Skills
B1.1 B1.1 B1.1 B1.1
use effective listening skills, use effective listening skills, use effective listening skills, analyze various effective listening
including asking questions to clarify including asking questions to including expressing interest in what skills, including understanding when
information and ideas, in formal and encourage a speaker to elaborate, is being said at appropriate times, to ask relevant questions and how
informal contexts and for various and responding to the contributions asking questions to encourage a to respond to the contributions of
purposes, including in small- and of others in group discussions, in speaker to elaborate, and others in group discussions, and use
these skills in formal and informal
large-group conversations and formal and informal contexts and for responding to the contributions of
contexts and for various purposes
various classroom activities various purposes others in group discussions, in
formal and informal contexts and for
various purposes

Listening Strategies for Comprehension

B1.2 B1.2 B1.2 B1.2
select and use a variety of listening select and use a variety of listening select and use a variety of listening select and use a variety of listening
strategies before, during, and after strategies before, during, and after strategies before, during, and after strategies before, during, and after
listening to comprehend information listening to comprehend information listening to comprehend information listening to comprehend information
communicated orally and non- and messages and messages communicated orally and non-
verbally, recognize when a message communicated orally and non- communicated orally and non- verbally, seek clarification, and
develop a relevant response
is difficult to understand, and verbally, express interest in what is verbally, determine the purpose of a
appropriate to the context
develop an appropriate response being said at appropriate times, text, construct meaning, seek
seek clarification, and develop an clarification, and develop an
appropriate response appropriate response

Speaking Purposes and Strategies

B1.3 B1.3 B1.3 B1.3
identify the purpose and audience identify the purpose and audience identify the purpose and audience identify the purpose and audience
for speaking in formal and informal
for speaking in formal and informal for speaking in formal and informal for speaking in formal and informal contexts, and choose appropriate
contexts, and use appropriate contexts, and use appropriate contexts, and use appropriate speaking strategies to communicate
speaking strategies, including speaking strategies, including speaking strategies, including clearly and coherently
establishing a rapport with the paraphrasing and restating, to paraphrasing and restating, to
audience, to communicate clearly communicate clearly and coherently communicate clearly and coherently
and coherently

Oral and Non-Verbal Communication Strategies

B1.4 B1.4 B1.4 B1.4
identify and use oral and non-verbal identify and use oral and non-verbal identify and use oral and non-verbal identify and use oral and non-verbal
communication strategies, including communication strategies, including communication strategies, including communication strategies, including
expression, gestures, and body expression, gestures, and body expression, gestures, and body expression, gestures, and body
language, and demonstrate an language, and explain how these language, and explain how these language, and analyze the ways in
understanding of how these strategies help them understand or strategies help them understand or which these strategies support
understanding or communication,
strategies can contribute to the communicate ideas and meaning communicate ideas and meaning
including how their use may vary
meaning being conveyed
across cultures

Word Choice, Syntax, and Grammar in Oral Communication

B1.5 B1.5 B1.5 B1.5
use appropriate word choice, use appropriate word choice, use appropriate word choice, use precise and descriptive word
including new vocabulary, grammar, including new vocabulary, varied including new vocabulary, varied choice, including varied adjectives
and cohesive sentences when adjectives and adverbs to elaborate, adjectives and adverbs to elaborate, and adverbs to elaborate, a variety
speaking and communicating ideas a variety of sentence types, and a variety of sentence types, and of sentence types, cohesive
in various contexts, to support cohesive sentences during formal cohesive sentences during formal sentences, and the active or passive
voice as appropriate during formal
audience comprehension and informal communication, to and informal communication, to
and informal communication, to
support audience comprehension support audience comprehension
support audience comprehension
 B. Foundations of Language
By the end of each grade, students will:

Overall Expectation B2: Language Foundations for Reading and Writing

demonstrate an understanding of foundational language knowledge and skills, and apply this understanding when reading and writing

Specific Expectations:
Grade 3 Grade 4 Grade 5 Grade 6
Word-Level Reading and Spelling: Using Phonics Knowledge
B2.1
use consolidated phonics
knowledge, including phonemic
blending to read words and set for
variability to correct approximations,
and phonemic segmentation to
spell phonetically regular
monosyllabic and multisyllabic
words, in isolation and
various text contexts

Word-Level Reading and Spelling: Using Orthographic Knowledge

B2.2
use consolidated orthographic
knowledge, including position-
based tendencies, to make a
spelling choice or accurately
pronounce a word when reading

Word-Level Reading and Spelling: Using Morphological Knowledge

B2.3 B2.1 B2.1 B2.1
use developing knowledge of the use knowledge of the meanings of use generalized knowledge of the use generalized knowledge of the
meanings of words words meanings of words meanings of words
and morphemes (i.e., bases, prefixes, and morphemes (i.e., bases, prefixes, and morphemes (i.e., bases, prefixes, and morphemes (i.e., bases, prefixes,
and suffixes) to read and spell words and suffixes) to read and spell words and suffixes) to read and spell words and suffixes) to read and spell
with accuracy and automaticity complex words with accuracy
and automaticity

Vocabulary
B2.4 B2.2 B2.2 B2.2
demonstrate an understanding of a demonstrate an understanding of a demonstrate an understanding of a demonstrate an understanding of a
variety of words, acquire and use variety of words, acquire and use variety of words, acquire and use variety of words, acquire and use
explicitly taught vocabulary in explicitly taught vocabulary in explicitly taught vocabulary in explicitly taught vocabulary in
various contexts, including other various contexts, including other various contexts, including other various contexts, including other
subject areas, and subject areas, and subject areas, and use subject areas, and use
generalized morphological
use morphological knowledge to use morphological knowledge to generalized morphological
knowledge to analyze and
analyze and understand new words analyze and understand new words knowledge to analyze and
understand new words in context
in context in context understand new words in context

Reading Fluency: Accuracy, Rate, and Prosody

B2.5 B2.3 B2.3 B2.3
read words, complex sentences, and read a variety of texts fluently, with read a variety of texts fluently, with read a variety of texts fluently, with
paragraphs in a variety of accuracy and appropriate pacing to accuracy and appropriate pacing to accuracy and appropriate pacing to
texts fluently, with accuracy and support comprehension, and when support comprehension, and when support comprehension, and when
appropriate pacing to support reading aloud, adjust expression reading aloud, adjust expression reading aloud, adjust expression
comprehension, and read aloud and intonation according to the and intonation according to the and intonation according to the
purpose of reading
using varied expression purpose of reading purpose of reading
and intonation according to the
purpose of reading
 B. Foundations of Language
By the end of each grade, students will:

Overall Expectation 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

Specific Expectations:
Grade 3 Grade 4 Grade 5 Grade 6
Syntax and Sentence Structure
B3.1 B3.1 B3.1 B3.1
identify and construct identify and construct various identify and construct various use their knowledge of sentence
various sentence types and forms, sentence types and forms, including sentence types and forms, including types and forms to construct
including simple sentences, simple and compound sentences compound-complex sentences, and sentences that communicate ideas
compound sentences, and complex formed with prepositional phrases correct sentence fragments and effectively, including using and
sentences containing adverbial and/or independent and run-on sentences creating complex sentences with
adjective or relative clauses to
clauses dependent clauses
express relationships among ideas

Grammar
B3.2 B3.2 B3.2 B3.2
demonstrate an understanding of demonstrate an understanding of demonstrate an understanding of demonstrate an understanding of
the functions of parts of speech in the functions of parts of speech in the functions of parts of speech in the functions of parts of speech in
sentences, including possessive sentences, including relative sentences, including direct objects sentences, including nouns that are
nouns, linking verbs and the pronouns, the perfect verb tense for nouns, intensive and reflexive gerunds, distinguishing and
progressive tense, interrogative and interrogative and imperative pronouns, proper adjectives, and converting between active and
passive voice, and use this
adjectives and adverbs, and verbs, and the use of pronouns as correlative conjunctions, and use
knowledge to support
prepositions and interjections, and adjectives, and use this knowledge this knowledge to support
comprehension and communicate
use this knowledge to support to support comprehension and comprehension and communicate meaning clearly
comprehension and communicate communicate meaning clearly meaning clearly
meaning clearly

Capitalization and Punctuation

B3.3 B3.3 B3.3 B3.3
use their understanding of the use their understanding of the use their understanding of the use their understanding of the
meaning and function of meaning and function of meaning and function of meaning and function of
capitalization and punctuation to capitalization and punctuation to capitalization and punctuation to capitalization and punctuation to
communicate meaning clearly, communicate meaning clearly and communicate meaning clearly and communicate meaning clearly and
including the use of capital letters in coherently, including the use of coherently, including the use of coherently, including the use of
colons in formal letters and memo
dialogue and for words in titles, capital letters for proper adjectives, commas to set off advanced
salutations and to indicate a new
commas and quotation marks to commas to set off nouns of direct phrases or clauses such as
mark direct speech and direct address, and quotation marks to appositives and participles, and speaker in script dialogue, and
quotations from texts within indicate the title of a short work colons for introducing a list after a commas after transitional words or
sentences, and apostrophes to complete sentence phrases
indicate contractions
 C. Comprehension: Understanding and Responding to Texts
By the end of each grade, students will:

Overall Expectation 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

Specific Expectations:
Grade 3 Grade 4 Grade 5 Grade 6
Using Foundational Knowledge and Skills to Comprehend Texts
C1.1 C1.1 C1.1 C1.1
read and comprehend various texts, read and comprehend various texts, read and comprehend various texts, read and comprehend various texts,
using knowledge of words, using knowledge of words, using knowledge of words, using knowledge of words,
grammar, cohesive ties, sentence grammar, cohesive ties, sentence grammar, cohesive ties, sentence grammar, cohesive ties, sentence
structures, and background structures, and background structures, and background structures, and background
knowledge knowledge knowledge knowledge

Text Forms and Genres

C1.2 C1.2 C1.2 C1.2
identify and describe some describe some characteristics of describe some characteristics of analyze a variety of text forms and
characteristics of literary and various text forms and genres, various text forms and genres, genres, including cultural text forms,
informational text forms and their including cultural text forms, and including cultural text forms, and and explain how their characteristics
associated genres explain how they help communicate explain how they help communicate help communicate meaning
meaning meaning

Text Patterns and Features

C1.3 C1.3 C1.3 C1.3
identify some text patterns, such as identify text patterns, such as spatial identify text patterns, such as cause analyze text patterns, such as
order of importance and cause and order in a graphic text, and text and effect in a persuasive text, and problem-solution in a report, and
effect, and text features, such as features, such as type styles and text features, such as a preface and text features, such as subheadings
headings and an index, associated hyperlinks, associated with various glossary, associated with various and pull-down menus, associated
with various text forms, and explain text forms, including cultural texts, text forms, including cultural texts, with various text forms, including
cultural texts, and explain how they
how they help readers, listeners, and and explain how they help readers, and explain how they help readers,
help readers, listeners, and viewers
viewers understand the meaning listeners, and viewers understand listeners, and viewers understand
understand the meaning
the meaning the meaning

Visual Elements of Texts

C1.4 C1.4 C1.4 C1.4
describe ways in which images, explain how images, graphics, and explain how images, graphics, and analyze and compare how images,
graphics, and visual design are used visual design create, communicate, visual design create, communicate, graphics, and visual design create,
in a given text, and demonstrate an and contribute to meaning in a and contribute to meaning in a communicate, and contribute to
understanding of their purpose and variety of texts variety of texts meaning in a variety of texts
connection to the content of the text

Elements of Style
C1.5 C1.5 C1.5 C1.5
identify some elements of style in identify various elements of style in describe various elements of style in identify various elements of style in
texts, including voice, word choice, texts, including voice, word choice, texts, including voice, word choice, texts, including voice, word choice,
word patterns, and sentence word patterns, and sentence word patterns, and sentence word patterns, and sentence
structure, and explain how they help structure, and analyze how each structure, and analyze how each structure, and analyze how each
communicate meaning element helps create meaning and element helps create meaning and element helps create meaning and
is appropriate for the text form and
is appropriate for the text form and is appropriate for the text form and
genre
genre genre

Point of View
C1.6 C1.6 C1.6 C1.6
identify the narrator’s point of view, identify the narrator’s point of view, identify the narrator’s point of view, identify the narrator’s point of view,
including first person or third including first, second, or third including first, second, or third including first, second, or third
person, in a variety of texts, and person, in a variety of texts, and person, in a variety of texts, and person, in a variety of texts,
suggest alternative points of view to describe the advantages and describe the advantages and providing evidence, and explain
tell each story disadvantages of the approach used disadvantages of the approach used how using an alternative point of
view would change each story
in each story in each story

Indigenous Context of Various Text Forms

C1.7 C1.7 C1.7 C1.7
read, listen to, and view various read, listen to, and view various read, listen to, and view various read, listen to, and view various
forms of texts by diverse First forms of texts by diverse First forms of texts by diverse First forms of texts by diverse First
Nations, Métis, and Inuit creators Nations, Métis, and Inuit creators to Nations, Métis, and Inuit creators to Nations, Métis, and Inuit creators to
and demonstrate understanding of make meaning through Indigenous make meaning through Indigenous make meaning through Indigenous
various aspects of First Nations, Storywork about First Nations, Métis, Storywork about First Nations, Métis, Storywork about First Nations, Métis,
and Inuit histories, cultures,
Métis, and Inuit histories, cultures, and Inuit histories, cultures, and Inuit histories, cultures,
relationships, communities, groups,
relationships, communities, groups, relationships, communities, groups, relationships, communities, groups,
nations, and lived experiences
nations, and lived experiences nations, and lived experiences nations, and lived experiences
 C. Comprehension: Understanding and Responding to Texts
By the end of each grade, students will:

Overall Expectation 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

Specific Expectations:
Grade 3 Grade 4 Grade 5 Grade 6
Prereading: Activating Prior Knowledge
C2.1 C2.1 C2.1 C2.1
activate prior knowledge, including identify and explain prior knowledge identify and explain prior knowledge identify and explain prior knowledge
knowledge gained from personal from various sources, including from various sources, including from various sources, including
and text experiences, that they can personal experiences, that they can personal experiences, that they can personal experiences and learning
use to make connections and use to make connections and use to make connections and in other subject areas, that they can
understand the topic and form of understand new texts understand new texts use to make connections and
understand new texts
new texts

Prereading: Identifying the Purpose for Reading, Listening, and Viewing

C2.2 C2.2 C2.2 C2.2
identify specific purposes for identify a variety of purposes for identify a variety of purposes for identify a variety of purposes for
engaging with texts, including engaging with texts, and select texts engaging with texts, and select texts engaging with texts, select texts
learning facts or information, or to from diverse creators that are from diverse creators that are from diverse creators that are
gain insight or new perspectives suitable for the purposes suitable for the purposes suitable for the purposes, and
explain why the selections are
appropriate

Monitoring of Understanding: Making and Confirming Predictions

C2.3 C2.3 C2.3 C2.3
make predictions using background make predictions using background make predictions using background make predictions using background
knowledge, text features, and knowledge, text features, and knowledge, text features, and knowledge and textual information,
evidence from the text, and adjust evidence from the text, and pose evidence from the text, and pose pose questions to check whether
their understanding based on new questions to check whether their questions to check whether their their predictions were correct, and, if
information predictions were correct predictions were correct not, adjust their understanding

Monitoring of Understanding: Ongoing Comprehension Check

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

Monitoring of Understanding: Making Connections

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

Summarizing: Identifying Relevant Information and Drawing Conclusions

C2.6 C2.6 C2.6 C2.6
identify the main idea in a simple summarize the main idea of a text summarize the main idea of a text summarize and record the main
text, and relate important details in and the supporting details in and the supporting details in idea and supporting details in
sequence sequence, and draw a simple sequence, and draw a well- various texts, and draw well-
conclusion supported conclusion supported conclusions

Reflecting on Learning
C2.7 C2.7 C2.7 C2.7
describe how strategies, such as explain how strategies, such as explain how strategies such as explain and compare how various
visualizing, making predictions, and visualizing, making predictions, visualizing, making predictions, strategies, such as visualizing,
connecting to their experiences, summarizing, and connecting to summarizing, and connecting to making predictions, summarizing,
have helped them comprehend their experiences, have helped them their experiences have helped them and connecting to their experiences,
various texts comprehend various texts comprehend various texts have helped them comprehend
various texts, and set goals to
improve their comprehension
 C. Comprehension: Understanding and Responding to Texts
By the end of each grade, students will:

Overall Expectation 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

Specific Expectations:
Grade 3 Grade 4 Grade 5 Grade 6
Literary Devices
C3.1 C3.1 C3.1 C3.1
identify literary devices, describe literary devices, describe literary devices, describe literary devices,
including metaphor and assonance, including personification and anthropomorphism, including imagery and including hyperbole and idioms,
and describe how they help in a variety of texts, and explain how they help humour, in a variety of in a variety of texts, and explain
communicate meaning create meaning and are appropriate for the texts, and explain how they how they help create meaning
intended purpose and audience help create meaning and and are appropriate for the
are appropriate for the intended purpose and audience
intended purpose and
audience

Making Inferences
C3.2 C3.2 C3.2 C3.2
make inferences using stated and make local and global inferences, using explicit make local and global make local and global
implied information and ideas to and implicit evidence, to extend their inferences, using explicit inferences, using explicit and
understand texts understanding of various texts and implicit evidence, to implicit evidence, to develop
extend their understanding interpretations about various
of various texts texts and to extend their
understanding

Analyzing Texts
C3.3 C3.3 C3.3 C3.3
analyze various texts, including analyze various texts, including literary and analyze various texts, analyze various texts, including
literary and informational texts, by informational texts, by identifying main and including literary and literary and informational texts,
identifying main and supporting supporting ideas, sequencing the events of informational texts, by by identifying main and
ideas, sequencing information, and multiple plots, and explaining cause and effect identifying main and supporting ideas, evaluating the
comparing and contrasting supporting ideas, quality of information and its
elements sequencing the events of relevance for a specific purpose,
multiple plots, recording and formulating conclusions
relevant information, and
 explaining cause and
effect

Analyzing Cultural Elements of Texts

C3.4 C3.4 C3.4 C3.4
identify some cultural identify cultural elements that are represented in identify cultural elements analyze cultural elements that
elements represented in various various texts, including norms, values, artifacts, that are represented in are represented in various texts,
texts, including symbols, language, sports, and music, investigate the meanings of various texts, including, including values, rituals and
and values, and pose questions and these elements, and make connections to their norms, values, artifacts, ceremonies, architecture, art, and
share ideas about how these lived experience and culture sports, and music, dance, by investigating the
elements contribute to the meaning investigate the meanings meanings of these elements,
of these elements, and making connections to their lived
make connections to their experience and culture, and
lived experience and sharing their interpretations with
culture others

Perspectives within Texts

C3.5 C3.5 C3.5 C3.5
identify explicit and implicit identify explicit and implicit perspectives identify explicit and implicit explain explicit and implicit
perspectives communicated in communicated in various texts, explain how perspectives perspectives communicated in
texts, providing evidence, and these perspectives are conveyed, give some communicated in various various texts, including narrative
explain how these perspectives evidence of any biases the texts may contain texts, explain how these texts, provide any evidence that
could influence an audience and suggest how such biases could influence an perspectives are could suggest bias in these
audience conveyed, give some perspectives, and suggest ways
evidence of any biases the to avoid any such bias
texts may contain, and
suggest how
such biases could
influence an audience

Analysis and Response

C3.6 C3.6 C3.6 C3.6
describe personal thoughts and explain how various topics, such as diversity, explain how various topics, explain how various topics, such
feelings about ideas presented in inclusion, and accessibility, are addressed in such as diversity, inclusion, as diversity, inclusion, and
texts, such as ideas about diversity, texts, and describe what insights or messages and accessibility, are accessibility, are addressed in
inclusion, and accessibility are conveyed addressed in texts, and texts, analyze the insights or
describe what insights or messages conveyed, and identify
messages are conveyed different positions presented

Indigenous Contexts
C3.7 C3.7 C3.7 C3.7
identify some ways in which texts explain how texts created by First Nations, Métis, explain how texts created assess the influence of historical
created by First Nations, Métis, and and Inuit individuals, communities, groups, or by First Nations, Métis, and periods, cultural experiences,
Inuit individuals, communities, nations are influenced by historical periods, Inuit individuals, and/or socio-political conditions
groups, or nations communicate cultural experiences, and events, and how they communities, groups, or and events on texts created by
about historical periods, cultural relate to current lived experiences nations are influenced by First Nations, Métis, and Inuit
experiences, and events, and how historical periods, cultural individuals, communities, groups,
they relate to current lived experiences, and events, or nations, and how they relate to
experiences and how they relate to current lived experiences
current lived experiences

Reflecting on Learning
C3.8 C3.8 C3.8 C3.8
identify thinking skills that have identify the critical thinking skills they used to identify the critical thinking compare the critical thinking
helped them analyze and better analyze and evaluate various texts, and explain skills they used to analyze skills they used when analyzing
understand various texts how these skills have helped them better and evaluate various texts, and evaluating various texts,
understand the texts and explain how these identify the skills that best
skills have helped them supported their understanding,
better understand the texts and explain why they were
effective
 D. Composition: Expressing Ideas and Creating Texts
By the end of each grade, students will:

Overall Expectation 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

Specific Expectations:
Grade 3 Grade 4 Grade 5 Grade 6
Purpose and Audience
D1.1 D1.1 D1.1 D1.1
identify the topic, purpose, and identify the topic, purpose, and identify the topic, purpose, and identify the topic, purpose, and
audience for various texts they plan audience for various texts they plan audience for various texts they plan audience for various texts they plan
to create, and describe how the to create, and explain why the to create, and explain why the to create, and explain why the
chosen text form and genre will help chosen text form, genre, and chosen text form, genre, and chosen text form, genre, and
communicate their intended medium suit the purpose and medium suit the purpose and medium suit the purpose and
audience, and how they will help
meaning audience and how they will help audience and how they will help
communicate the intended meaning
communicate the intended communicate the intended meaning
meaning

Developing Ideas
D1.2 D1.2 D1.2 D1.2
generate and develop ideas about generate and develop ideas about generate and develop ideas and generate and develop ideas and
given and chosen topics, using various topics, such as topics related details about various topics, such as details about various topics, such as
various strategies, and drawing on to diversity, equity, and inclusion and topics related to diversity, equity, topics related to diversity, equity,
various resources, including their to other subject areas, using a and inclusion and to other subject and inclusion and to other subject
own lived experiences, and learning variety of strategies, and drawing on areas, using a variety of strategies, areas, using a variety of strategies,
and drawing on various resources,
from other subject areas various resources, including their and drawing on various resources,
including their own lived
own lived experiences including their own lived
experiences
experiences

Research
D1.3 D1.3 D1.3 D1.3
gather information and content gather information and content gather and record information and gather information and content
relevant to a topic, using three or relevant to a topic, using a variety of content relevant to a topic, using relevant to a topic, using multiple
more sources sources and strategies, and record multiple textual sources; verify the textual sources; summarize the
the sources of information reliability of sources, using simple information; verify the reliability of
criteria; and record the creator and sources; and record the creator and
source of all content created by
others
 source of all content created by
others

Organizing Content
D1.4 D1.4 D1.4 D1.4
sort and sequence ideas and select and classify ideas and select and classify ideas and classify and sequence ideas and
information, using appropriate collected information, using collected information, using collected information, using
strategies and tools, taking into appropriate strategies and tools, and appropriate strategies and tools, and appropriate strategies and tools,
account the text form and genre to sequence content, taking into sequence content, taking into and identify and organize relevant
be used account the chosen text form, account the chosen text form, content, taking into account the
chosen text form, genre, and
genre, and medium genre, and medium
medium

Reflecting on Learning
D1.5 D1.5 D1.5 D1.5
identify the strategies that helped describe the strategies and tools describe the strategies and tools explain and compare how the
them develop ideas for texts and that helped them develop ideas and that helped them develop ideas and strategies and tools used helped
organize content organize content for texts of the organize content for texts of the them develop ideas and organize
chosen forms, genres, and media, chosen forms, genres, and media, content for texts of the chosen
and explain how they helped them and explain how they helped them forms, genres, and media, and how
they helped them improve as a text
improve as a text creator improve as a text creator
creator
 D. Composition: Expressing Ideas and Creating Texts
By the end of each grade, students will:

Overall Expectation 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

Specific Expectations:
Grade 3 Grade 4 Grade 5 Grade 6
Producing Drafts
D2.1 D2.1 D2.1 D2.1
draft short texts of various forms and draft texts of various forms and draft texts of various forms and draft complex texts of various forms
genres, including narrative, genres, including narrative, genres, including narrative, and genres, including narrative,
persuasive, and informational texts, persuasive, and informational texts, persuasive, and informational texts, expository, and informational texts,
using a variety of media, tools, and using a variety of media, tools, and using a variety of media, tools, and using a variety of media, tools, and
strategies strategies strategies strategies

Printing and Handwriting

D2.2 D2.2 D2.2 D2.2
begin to write in cursive, forming write in cursive, forming letters of write in fluent cursive, begin to write in fluent cursive, and apply
letters with appropriate formation appropriate shape, size, proportion, keyboard with automaticity, and keyboarding skills with increasing
patterns, size, placement, and and slant to improve the legibility of apply word-processing skills, fluency, automaticity, and
spacing texts, and begin to develop fluent including selecting appropriate proficiency to improve the accuracy
keyboarding skills using touch- fonts, to produce and enhance texts and effect of texts
typing techniques of various lengths

Voice
D2.3 D2.3 D2.3 D2.3
demonstrate a personal voice in establish a personal voice in their establish a personal voice in their establish a personal voice in their
their texts, using descriptive words texts, using varied language and texts, using varied language and texts, using varied language and
and sentence patterns to express elements of style to express their elements of style to express their elements of style to express their
their thoughts, feelings, and thoughts, feelings, and opinions thoughts, feelings, and opinions thoughts, feelings, and opinions
opinions about the topic about a topic, and using about a topic, and using a tone about a topic, and using
a tone appropriate to the form and
a tone appropriate to the form and appropriate to the form and genre
genre
genre

Point of View Point of View and Perspective

D2.4 D2.4 D2.4 D2.4
identify the point of view, including identify the point of view used in identify the point of view, implicit identify the point of view,
first person or third person, used in their texts, and the perspectives and and explicit perspectives, and bias perspectives, and bias conveyed in
their texts bias conveyed in their texts conveyed in their texts, and explain their texts, and explain how their
how their messages might be message might be interpreted by
interpreted by audiences with audiences with different
different perspectives perspectives

Revision
D2.5 D2.5 D2.5 D2.5
make simple revisions to draft texts, make revisions to the content of make revisions to the content of make revisions to the content,
including replacing words and draft texts and to elements of style, draft texts and to elements of style, elements of style, patterns, and
adding sentences, to improve such as word choice and adding or such as word choice, and add or features of draft texts, and add and
content and clarity, using feedback deleting sentences, to improve delete sentences, to improve clarity, delete sentences to improve clarity,
from others clarity, focus, and coherence, focus, and coherence, seeking focus, and coherence, using various
strategies and seeking and
seeking feedback feedback
selectively using feedback

Editing and Proofreading

D2.6 D2.6 D2.6 D2.6
edit draft texts to improve accuracy edit draft texts to improve accuracy edit draft texts to improve accuracy edit draft texts to improve accuracy
and style, checking for errors in and style, checking for errors in and style, checking for errors in and style, checking for errors in
spelling, punctuation, grammar, spelling, punctuation, grammar, and spelling, punctuation, grammar, and spelling, punctuation, grammar, and
and text conventions, and proofread format; use a word processor to edit format; use a word processor to edit format; edit digital texts using word-
edited texts to make corrections texts texts processing software, including
spell- and grammar-checkers
 D. Composition: Expressing Ideas and Creating Texts
By the end of each grade, students will:

Overall Expectation 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

Specific Expectations:
Grade 3 Grade 4 Grade 5 Grade 6
Producing Final Texts
D3.1 D3.1 D3.1 D3.1
produce final texts using simple produce final texts using a variety of produce final texts using a variety of produce final texts, selecting a
techniques, to achieve the intended techniques and tools, including techniques and tools, including variety of suitable techniques and
effect simple digital design and production digital design and production tools, tools, including digital design and
tools, to achieve the intended effect to achieve the intended effect production tools, to achieve the
intended effect

Publishing and Presenting Texts

D3.2 D3.2 D3.2 D3.2
present the texts they have created publish and present texts they have publish and present texts they have publish and present texts they have
using appropriate strategies, created, using selected media and created, using selected media and created, using selected media and
including by reading aloud with tools, and explain how each helped tools, and explain how each helped tools, and analyze how their choices
expression them communicate their intended them communicate their intended helped them communicate their
message message intended message

Reflecting on Learning
D3.3 D3.3 D3.3 D3.3
identify the strategies that helped describe various strategies that describe various strategies and tools compare how various strategies and
them present and communicate helped them present and that helped them communicate tools helped them communicate
their message, and explain how they communicate their message when their intended message when their intended message when
helped them improve as a text publishing and presenting texts, and publishing and presenting texts, and publishing and presenting texts, and
creator explain how they helped them suggest steps for future suggest future steps for
improvement as a text creator
improve as a text creator improvement as a text creator