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DRAFT

Kindergarten to Grade 4 English Language Arts

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4


Gregory Jack 2018-7-18 11:37 AM
Essential Developing communication and expression allows us to represent and interpret our understandings of the world in multiple ways. Formatted Table
Understanding
Guiding What is oral communication? How can I develop oral communication How can I refine my oral communication How can I refine my oral communication How can I refine my oral communication
Questions skills? skills? skills depending on context? skills for a specific purpose and audience?
Learning Children explore and share ways oral Students experiment with ways oral Students apply ways oral communication is Students apply a variety of oral language Students apply a variety of effective oral
Outcomes communication is used. communication is used. used effectively in a variety of situations. skills and strategies that enhance communication strategies for different
communication. audiences and purposes.
Conceptual • oral and body language convey messages • oral, written, and visual language are • oral, written, and visual language are • oral, written, and visual language are • oral, written, and visual language are
Knowledge • messages can be communicated orally in a connected connected connected connected
variety ways • oral and body language can be used to • oral and body language can be adjusted to • oral and body language can be adjusted to • oral and body language can be adjusted
• oral language changes when communicate a message enhance communication enhance interest for purpose and audience
communicating with peers or adults • messages can be communicated orally in a • oral language is adjusted to formal and • oral language is adjusted to different social
• oral language and tone are adjusted when
• a sharing circle can be used to discuss variety of ways informal situations and different audiences and cultural contexts and audiences communicating with peers and adults and
stories, experiences, and feelings • oral language changes when • a sharing circle can be used to share and • a sharing circle can be used to build upon to reflect contexts
• oral storytelling is used by a variety of communicating with peers or adults in a build upon ideas about a topic ideas and solve problems • oral language traditions have many
cultures, including First Nations, Métis, variety of situations • oral storytelling is used by a variety of • oral storytelling is enhanced using a purposes
and Inuit Elders and Knowledge Keepers, • a sharing circle can be used to share ideas cultures, including First Nations, Métis, variety of strategies, including intonation, • a sharing circle can be used in various
to share teachings about topics, experiences, and feelings and Inuit, to teach beliefs, traditions, and actions, and humour by a variety of ways to build community and solve
• listening involves body posture • oral storytelling is used by a variety of values of cultures storytellers, including First Nations, Métis, problems
cultures, including First Nations, Métis, • listening is an active process that includes and Inuit • oral storytellers, including First Nation,
and Inuit, to share teachings about body language, focus, attending, and • active listening involves body language, Métis, and Inuit, adjust to reflect the
cultures responding focusing, responding, and contributing needs of the audience and context (time
• listening is an active process that includes and place)
body language, focus, and attending • active listening involves building upon
ideas and providing feedback
Procedural • participating in a variety of oral • experimenting with ways to orally • communicating experiences, events, and • experimenting with innovative ways to • choosing a variety of ways to orally
Knowledge communication experiences, including communicate events, experiences, and information in different ways with relevant orally share stories, events, experiences, communicate stories, events,
actions, songs, chants, oral story, and information details and information with key details experiences, and information, considering
rhymes • recognizing the different purposes of oral • identifying a variety of purposes for oral • participating in conversations for a variety audience and purpose
• exploring different purposes of oral language language of purposes • communicating for a variety of purposes,
language • experimenting with tone, volume, facial • demonstrating use of tone, volume, facial • adjusting tone, facial expressions, volume, including to entertain, develop positive
• exploring how tone of voice, volume, facial expressions, and gestures to enhance expressions, gestures, or pace to enhance pace, intonation, or gesture considering relationships, or explore solutions to
expressions, and body language message and interest message and interest purpose problems
communicate a message • experimenting with simple sentence • applying new vocabulary from listening, • applying new descriptive, subject-specific • adjusting tone, facial expressions, volume,
• applying new vocabulary from listening, structure using new vocabulary from speaking, or viewing experiences vocabulary and some academic words pace, intonation, or gestures intentionally
speaking, or viewing experiences listening, speaking, or viewing experiences • speaking using a variety of sentence from listening, speaking, or viewing for audience and purpose
• recognizing the difference in language • experimenting with language to reflect structures with increasing detail experiences • communicating orally with a variety of
used in interactions with peers and adults differences used in interactions with peers • monitoring language when communicating • speaking by using a variety of complex descriptive, subject-specific, academic
• communicating with peers and adults and adults in a variety of situations with peers and adults in formal and sentences with specific details and word words and synonyms and antonyms
using familiar greetings and courtesy • communicating with peers and adults informal situations order to enhance clarity of the message related to curricular content
phrases using courtesy phrases, familiar phrases, • communicating with peers and adults • adjusting speech in formal and informal • adjusting language to reflect context and
• sharing personal stories, artifacts, and expressions using common expressions, slang, and situations when communicating with peers audience
information, and experiences • presenting stories, artifacts, information, idioms and adults • speaking with peers and adults using
• listening through facial expressions, or experiences informally • sharing informal presentations created on • communicating with peers and adults strategies, including paraphrasing key
posture, asking for clarification, and turn • demonstrating turn taking, attending to familiar and new topics using strategies, including restating key points or ideas, making relevant
taking the speaker, and responding respectfully • demonstrating when to listen, how to points or ideas and connecting responses comments, connecting to the remarks of
to the contributions of one another comment appropriately on topics or to the topic of conversation one another, or making personal

DRAFT Kindergarten to Grade 4 English Language Arts – April 2018 Page | 1


DRAFT Kindergarten to Grade 4 English Language Arts

• listening through facial expressions, events, and providing examples for clarity • sharing formal and informal presentations, connections to the conversation
posture, and asking questions for • experimenting with listening strategies considering purpose • communicating orally and presenting on
clarification that support clarification • adding visuals that enhance the message familiar and new topics with details and
and interest in oral presentations visual supports that consider purpose and
• applying a variety of listening strategies audience
and asking specific questions for • applying a variety of strategies to listen
clarification for different purposes in order to acquire
more information and extend knowledge
Competencies • Communication • Communication • Communication • Communication • Communication
Literacy • LA1a.K: Purpose • LA1a.1: Purpose • LA1a.1: Purpose • LA1a.1: Purpose • LA1a.2: Purpose
• LKU3b.K: Vocabulary • LKU1b.1: Conventions • LKU1b.1: Conventions • LKU1b.1: Conventions • LKU1b.2: Conventions
• LKU3d.K: Comprehension Strategies • LKU3b.1: Vocabulary • LKU3b.1: Vocabulary • LKU3b.1: Vocabulary • LKU3b.2: Vocabulary
• LKU4a.K: Clarity • LKU3d.1: Comprehension Strategies • LKU3d.1: Comprehension Strategies • LKU3d.1: Comprehension Strategies • LKU3d.2: Comprehension Strategies
• LKU4b.K: Audience • LKU4a.1: Clarity • LKU4a.1: Clarity • LKU4a.1: Clarity • LKU4a.2: Clarity
• LKU4c.K: Intent • LKU4b.1: Audience • LKU4b.1: Audience • LKU4b.1: Audience • LKU4b.2: Audience
• LKU4c.1: Intent • LKU4c.1: Intent • LKU4c.1: Intent • LKU4c.2: Intent
Numeracy • NKU2b.K: Management of Space • NKU2b.1: Management of Space • NKU2b.1: Management of Space • NKU2b.1: Management of Space • NKU2b.2: Management of Space
• NKU3c.K: Communication • NKU3c.1: Communication • NKU3c.1: Communication • NKU3c.1: Communication • NKU3c.2: Communication
Guiding How does the sound structure of language How does an understanding of the sound How can an understanding of the complex
Questions help to construct and express meaning? structure of language help to construct and sounds of language help to construct and
express meaning? express meaning?
Learning Children experiment with the sound Students apply the sound structure of Students apply understanding of the
Outcomes structure of oral language. language when constructing and expressing complex sounds of language when
meaning. constructing and expressing meaning.
Conceptual • spoken words are made up of sounds • letters and sounds form words • letter combinations and sounds form
Knowledge • letters have names and represent sounds • letters and sounds are connected words
• words can be broken down into smaller • letters have names and sounds • words break down into parts or syllables
units of meaning • sentences are made up of words • words are made up of complex sounds and
• the structure of spoken words helps patterns
individuals to read and write
Procedural • manipulating sounds in spoken words • identifying initial and final sounds in words • segmenting words orally
Knowledge • blending syllables, initial sound of a word • blending the initial sound of a word (onset) • blending words orally
(onset), and the letters and sounds that and the letters and sounds that follow • connecting the initial, medial, and final
follow (rime) (rime) sounds in words
• hearing syllables as units in words • segmenting the initial sound of a word • manipulating sounds orally through
• recognizing words that rhyme (onset) and the letters and sounds that deletion or substitution
follow (rime) • creating words that rhyme or follow a
• clapping or counting the words or syllables pattern
in a sentence
• blending syllables at the beginning and
end of words into whole words
• segmenting individual sounds in one-
syllable words
• blending individual sounds in one-syllable
words
• generating rhymes
Competencies • Communicating • Communication • Communication
• Managing Information • Managing Information • Managing Information

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DRAFT Kindergarten to Grade 4 English Language Arts

Literacy • LKU1a.K: Word Formation • LKU1a.1: Word Formation • LKU1a.1: Word Formation
Numeracy • None identified • NKU1b.1: Using Numbers • NKU1b.1: Using Numbers
Guiding What is a word? How does the understanding of words help How do words and word units How does context help to communicate How can strategies support
Questions to construct meaning? communicate meaning? the meaning of words? understanding of the meaning of words?
Learning Children explore and connect ways that Students construct and express meaning Students apply knowledge of word units Students analyze how word units and Students apply word-analysis strategies
Outcomes letters, symbols, and words communicate from letter sounds and patterns in words. and context when constructing and context contribute to the construction in the construction and expression of
meaning. expressing meaning. and expression of meaning. meaning.
Conceptual • letters form words • words have correct (conventional) • association of sounds with letter • associating sounds with complex • the development of English words has
Knowledge • letters have unique features and names spellings combinations, including blends, digraphs, consonant and vowel letter combinations been influenced by other languages,
attached to them • letter combinations are units of sound vowels, and patterns, helps to read and and patterns helps to spell and read including French
• initial letters and sounds help to recognize • letter-sound relationships and patterns are spell unfamiliar words unfamiliar words in context • affixes convey and affect meaning
words used to read and spell words • word units can be a single letter or a • word units can be a single letter or a • context cues and word-analysis strategies
• words convey meaning combination of letters that convey combination of letters that convey help to read and spell unfamiliar words
• images, context (meaning), word parts meaning meaning • context helps interpretation of the
(graphophonics), and the sentence • images and meaning, word parts • words can sound the same and have meaning of new words
(structure) help to read unfamiliar words (graphophonics), and sentence (structure) multiple meanings and spellings
help to read unfamiliar words • context helps construct meaning of new
words
Procedural • recognizing initial letter or sounds of • generalizing knowledge of sound-symbol • reading increasingly more complex • segmenting words into parts or syllables • recognizing that English words and
Knowledge personally significant words relationships, patterns, or phonics to read patterns in text when reading unfamiliar words in context expressions may come from other
• recognizing letters, symbols, or words and spell words • applying word knowledge, patterns, or • generalizing patterns or phonics to read cultures and languages
relating to the environment or context • exploring letter combinations, including phonics to read and spell unfamiliar words and spell unfamiliar words in context • analyzing word parts for origins and
blends, digraphs, and vowels in context • analyzing root words and suffixes for meaning, including affixes and root words
• applying images, context (meaning), word • constructing meaning from word units, meaning • applying strategies to read and spell
parts (graphophonics), and the sentence including compound words, contractions, • constructing meaning of an increasing multisyllabic words in context
(structure) to support word identification basic root words, and word endings amount of high-utility and subject-specific • constructing meaning of high-utility and
and construction of meaning • constructing meaning of an increasing words in context subject-specific words in context
• recognizing high-utility words in context amount of high-utility words and some
subject-specific words while reading
Competencies • Communication • Communication • Communication • Communication • Communication
• Critical Thinking • Critical Thinking
Literacy • LKU1a.K: Word Formation • LKU1a.1: Word Formation • LKU1a.1: Word Formation • LKU1a.1: Word Formation • LKU1a.2: Word Formation
• LKU3b.1: Vocabulary • LKU3b.1: Vocabulary • LKU3b.1: Vocabulary • LKU3b.4: Vocabulary
Numeracy • None identified • None identified • None identified • None identified • None identified
Guiding What characteristics of texts help construct How are text forms organized with different How can text forms, features, and elements How can text creators use a variety of text How can text creators integrate a variety of
Questions meaning? features and elements to convey meaning? assist in the construction of meaning? forms, features, and elements depending text forms, features, and story elements
on purpose? depending on audience and purpose?
Learning Children explore and share characteristics Students observe and discuss the different Students communicate how different Students connect how text forms, features, Students examine how text creators use
Outcomes of texts. forms, features, and elements of texts. features and elements connect to text and elements relate to purpose. text forms for a specific audience and
forms. purpose.
Conceptual • texts give information or tell a story • texts are found in many places in a variety • texts are found in many places in a variety • text forms are created for different • texts have various purposes
Knowledge • images, words, titles, and landmarks are of forms of forms purposes • stories have elements, including setting,
text features • texts forms are organized in different ways • texts are organized in different ways • text creators use various forms, features, characters, plot, and a problem, and can
• stories have elements, including characters • texts have various features • stories have elements, including setting, and elements for different purposes include teachings, morals, or values
and events • stories have elements, including setting, characters, and plot • stories have elements, including setting, • there are multiple ways to structure a
characters, and events characters, plot, and a problem story using different elements
• First Nations, Métis, and Inuit text forms • interpretations of texts are drawn from
are connected to land and place forms, features, and story elements

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DRAFT Kindergarten to Grade 4 English Language Arts

• First Nations, Métis, and Inuit text forms


have specific elements and features that
connect to land and place
Procedural • exploring different forms of texts, • discussing different forms of texts, • examining various forms of texts, including • recognizing ways that text creators use • explaining how texts inform, persuade,
Knowledge including stories, informational, land, or including stories, informational, letters, stories, informational, letters, land, forms, features, and story elements to entertain, and inspire
First Nations pictographs land, First Nations petroglyphs, or poems, descriptive, Inuit inuksuit, or poems, and reflect purpose • examining the text features and elements
• sharing text features, including images, and how they are organized how they are organized • examining the text features and elements of various text forms, including stories,
words, titles, or icons • exploring First Nations, Métis, and Inuit • connecting text features, including images, of various text forms, including stories, letters, informational, persuasive,
• exploring elements of story, including text forms words, titles, icons, layout, or tables of letters, informational, descriptive, descriptive, poetic, web pages, land, or
characters, setting, events or teachings, • sharing that text features include images, contents, to forms persuasive, poetic, web pages, land, or artifacts
morals, or values words, titles, icons, or layout • connecting story elements, including artifacts • explaining the connections between text
• sharing story elements, including characters, setting, plot, problem or • recognizing text features, including forms and their related text features,
characters, setting, events (plot), problem, teachings, morals, or values, to text forms images, words, titles, icons, layout, tables including images, words, titles, icons,
or teachings of contents, captions, headings, glossaries, layout, tables of contents, captions,
sidebar menus, or hyperlinks, to support headings, glossaries, sidebar menus,
purpose hyperlinks, or landmarks
• determining the purpose of texts, • comparing and contrasting the ways text
including to inform, persuade, and creators use forms, features, and story
entertain, based on form, text features, elements, including characters, setting,
and story elements, including characters, plot, problem or teachings, morals, or
setting, plot, problem or teachings, morals, values, in texts
or values • discussing how First Nations, Métis, and
• connecting how First Nations, Métis, and Inuit text forms have diverse elements
Inuit text forms hold purpose and and features
significance to land and place • examining the various purposes of Coastal
• determining the purposes of First Nations, First Nations totem poles
Métis, and Inuit forms of text, including
Métis lobsticks
Competencies • Communication • Communication • Communication • Critical Thinking • Critical Thinking
• Managing Information • Managing Information • Managing Information • Managing Information • Managing Information
Literacy • LKU3c.K: Text Organization • LKU3c.1: Text Organization • LKU3c.1: Text Organization • LKU3c.1: Text Organization • LKU3c.2: Text Organization
• LKU4d.K: Modes and Media • LKU4d.1: Modes and Media • LKU4d.1: Modes and Media • LKU4d.1: Modes and Media • LKU4d.2: Modes and Media
Numeracy • NA1a.K: Purpose • NA1a.1: Purpose • NA1a.1: Purpose • NA1a.1: Purpose • NA1a.2: Purpose
• NKU2a.K: Spatial Visualization • NKU2a.1: Spatial Visualization • NKU1b.1: Using Numbers • NKU1b.1: Using Numbers • NKU1b.2: Using Numbers
• NKU2a.1: Spatial Visualization • NKU2a.1: Spatial Visualization • NKU2a.2: Spatial Visualization
Guiding How do we respond to the artistry in texts? How can text creators use artistry to evoke How can text creators use artistry to create How can text creators use artistry to craft How can we make connections to the
Questions a response? an effect? different texts? artistry in texts?
Learning Children explore artistry in texts and share Students investigate and share artistry in Students describe artistry in texts that Students explain connections made Students examine a variety of ways that
Outcomes responses. texts that evoke a response. evoke a personal response. between artistry and personal responses. authors craft artistic effects in texts that
evoke a response.
Conceptual • texts express thoughts and feelings there • texts express thoughts, feelings, and • different texts evoke different responses • each text evokes a different response • authors craft texts in a variety of ways for
Knowledge are parts in texts that create a response emotions • personal responses are connected to lived • authors make choices to create responses effect
(artistry) • literary techniques, including words, experiences • authors use literary techniques to illustrate • responses can change when literary
images, language patterns, and rhyme, • literary techniques, including words, story elements techniques, including word play,
evoke responses images, and alliteration, evoke a response • punctuation and font can create effect alliteration, sensory details, and
• capital letters, periods, question marks, • literary techniques, including words, onomatopoeia, are combined
and exclamation marks (conventions) can images, onomatopoeia, and sensory
be used in texts to evoke responses details, influence effect

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DRAFT Kindergarten to Grade 4 English Language Arts

Procedural • sharing responses evoked from texts • sharing thoughts and feelings evoked from • sharing personal responses to text • explaining personal feelings or connections • connecting personal responses to lived
Knowledge • sharing what aspects of texts create texts elements to lived experiences when responding to experiences
responses • recognizing that literary techniques, • connecting personal responses to lived texts • explaining ways that authors use words,
• exploring the ways that images, symbols, including word choices and images, create experiences • explaining the effects of words, images, images, punctuation, and font to create
body language, oral language, sounds, and responses • discussing the effects of literary punctuation, and font an effect
land can evoke a response • recognizing literary techniques, including techniques, including word choice, image, • exploring images created from literary • explaining images created by literary
• exploring rhythm and rhyme language patterns, repetition, rhythm, and alliteration, and sensory details techniques, including words, word play, techniques, including words, word play,
rhyme • discussing the effects of font and alliteration, sensory details, and alliteration, sensory details, and
• discussing effects of literary techniques, punctuation, including capital letters, onomatopoeia onomatopoeia
including word choices, images, sensory periods, question marks, and exclamation • explaining ways that story elements, • comparing the effects of word and image
details, and fonts, in texts marks including characters, setting, and plot, are choice
• exploring the effects of exclamation marks • exploring ways that story elements, described • comparing how story elements, including
and question marks in texts including characters and setting, are • exploring the effects of combining literary characters, setting, and plot, are crafted
described within texts techniques • explaining the effects of combining
literary techniques
Competencies • Communication • Communication • Communication • Communication • Communication
• Managing Information • Managing Information • Managing Information • Managing Information
Literacy • LKU3a.K: Background Knowledge • LKU1b.1: Conventions • LKU1b.1: Conventions • LKU1b.1: Conventions • LKU1b.2: Conventions
• LKU3d.K: Comprehension Strategies • LKU3a.1: Background Knowledge • LKU3a.1: Background Knowledge • LKU3a.1: Background Knowledge • LKU3a.2: Background Knowledge
• LKU3d.1: Comprehension Strategies • LKU3d.1: Comprehension Strategies • LKU3d.1: Comprehension Strategies • LKU3d.2: Comprehension Strategies
• LKU4e.1: Media Influence • LKU4e.1: Media Influence • LKU4e.1: Media Influence • LKU4e.2: Media Influence
Numeracy • None identified • None identified • None identified • None identified • None identified
Guiding How do texts create meaning? What helps me construct meaning of texts? How do I construct meaning from texts? What are ways that I make meaning of What informs my interpretation of texts?
Questions texts?
Learning Children share the meaning that they Students explore and share processes and Students investigate and explain how Students apply processes and cues when Students investigate how personal
Outcomes construct from texts. cues that help to construct meaning of texts processes and cues help to construct constructing meaning of texts while interpretations of texts are formed while
while listening, reading, and viewing. meaning of texts while listening, reading, listening, reading, and viewing. listening, reading, and viewing.
and viewing.
Conceptual • texts have meaning • texts share information, ideas, and feelings • interactions with texts confirm some • interactions with one another help people • interactions with people who have diverse
Knowledge • interactions with and discussions about • thinking processes enhance engagement understandings and create new ones gain insight into the meaning of texts perspectives provide insight into the
texts assist in constructing meaning with and understanding of text • thinking processes enhance engagement • thinking processes enhance engagement meaning of texts
• lived experiences help construct meaning • lived experiences and background with and understanding of texts with and understanding of texts • thinking processes enhance engagement
of texts knowledge support connections to and • lived experiences and background • lived experiences and background with and understanding of texts
• story elements, including characters, meaning making of texts knowledge support connections to and knowledge support connections to and • lived experiences and awareness of one
setting, and events, assist understanding • images, context (meaning), word parts meaning making of texts meaning making of texts another and communities broadens
• text features, including images and words, (graphophonics), and the sentence • images, context (meaning), word parts • context contributes to meaning connections to and interpretations of
contribute to constructing meaning (structure) help to make meaning while (graphophonics), and the sentence • figurative language, including alliteration texts
• books are read from left to right and top to reading (cueing systems) (structure) help to make meaning while and onomatopoeia, support visualization • selection of text evidence supports and
bottom • words support visualization reading (cueing systems) • text features, including images, layout, enhances interpretations
• text features, including titles, images, • words and phrases support visualization labels, icons, captions, tables of contents, • context contributes to meaning
layout, labels, icons, and landmarks, • text features, including titles, images, headings, glossaries, sidebar menus, • figurative language, including similes,
contribute to constructing meaning layout, labels, icons, captions, tables of hyperlinks, or landmarks, contribute to onomatopoeia, and alliteration, support
• story elements, including setting, contents, or landmarks, contribute to constructing meaning visualization
characters, and events, contribute to constructing meaning • story elements, including setting, • text features, including images, captions,
constructing meaning • story elements, including setting, characters, plot, and a problem, contribute tables of contents, headings, glossaries,
• periods, question marks, and exclamation characters, and plot, contribute to to constructing meaning sidebar menus, hyperlinks, or landmarks,
marks (punctuation) assist in the constructing meaning • question marks, exclamation marks, contribute to understanding
construction of meaning • periods, question marks, and exclamation quotation marks, and commas • story elements, including setting,

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DRAFT Kindergarten to Grade 4 English Language Arts

marks (punctuation) assist in the (punctuation) assist in the construction of characters, plot, problem and teachings,
construction of meaning meaning morals, and values, can contribute to
understanding
Procedural • sharing personal feelings, thoughts, and • communicating personal feelings, • exploring strategies that support the • applying strategies that support thinking • choosing strategies that support thinking
Knowledge ideas about texts thoughts, ideas, and background thinking processes processes processes
• connecting lived experiences to ideas, knowledge about texts • applying cueing systems flexibly, asking if it • applying cueing systems while reading to • connecting the thoughts and actions of
characters, events, and topics in texts • accessing prior knowledge and asking if it sounds right, makes sense, and looks right make meaning fluently in texts characters to lived experiences and
• predicting using text cues and lived sounds right, makes sense, and looks right while monitoring reading (cueing systems) • inferring about a character’s actions or background knowledge
experiences while monitoring reading (cueing systems) • connecting background knowledge and feelings with evidence from background • making inferences and predictions about
• exploring text features, including images, • connecting key events or characters in a lived experiences to support knowledge, lived experiences, or text clues a character’s motives with supporting
words, titles, landmarks, or icons story to lived experiences understanding of a topic, character, or • describing mental images created through evidence from text
• recognizing the relationship between • connecting evidence from texts or lived new idea figurative language • sharing the mental images created
words and images experiences to make predictions • making predictions and inferences with • communicating how events relate to the through figurative language, including
• reading images, the land, and • retelling the sequence of events, ideas, or evidence from background knowledge, problem and solution similes, onomatopoeia, and alliteration
environmental print (words encountered information with some details lived experiences, or text clues • summarizing key events and main idea • sharing evidence to support thoughts and
in immediate surroundings) • sharing mental images created from texts • describing mental images created through with relevant details ideas about texts
• tracking print from top to bottom and left • reading texts with some fluency words and figurative language, including • sharing point of view about texts • recognizing how key events in a story
to right • discussing how events (plot) develop and alliteration • sharing new insights based on interactions relate to the resolution
how problems are introduced • identifying the key events and main ideas with texts and one another • explaining the relationship between the
• constructing meaning using text features • exploring how context influences • reading a variety of texts fluently main idea and details in texts
• reading high-utility words and new understanding of texts • constructing meaning using text features • considering the views of different
vocabulary • reading a variety of texts with increasing • reading an increasing variety of high-utility interpretations of texts
• observing periods, question marks, and fluency and topic-specific words • reflecting on how interpretation is
exclamation marks when reading • constructing meaning using text features • sharing how punctuation, including influenced by interpretations made by
• demonstrating directionality of print and • reading high-utility words and descriptive question marks, exclamation marks, one another
sweeping back to the left margin and then vocabulary quotation marks, and commas, helps to • constructing meaning using text features
to the next line • attending to periods, question marks, and construct meaning • reading an increasing variety of high-
exclamation marks (punctuation) when utility and topic-specific words
reading
Competencies • Critical Thinking • Critical Thinking • Critical Thinking • Critical Thinking • Critical Thinking
• Communication • Communication • Communication • Communication • Communication
Literacy • LKU3a.K: Background Knowledge • LKU3a.1: Background Knowledge • LA3a.1: Task Analysis • LA3a.1: Task Analysis • LA3a.2: Task Analysis
• LKU3b.K: Vocabulary • LKU3b.1: Vocabulary • LKU3a.1: Background Knowledge • LKU3a.1: Background Knowledge • LKU3a.2: Background Knowledge
• LKU3c.K: Text Organization • LKU3c.1: Text Organization • LKU3b.1: Vocabulary • LKU3b.1: Vocabulary • LKU3b.2: Vocabulary
• LKU3d.K: Comprehension Strategies • LKU3d.1: Comprehension Strategies • LKU3c.1: Text Organization • LKU3c.1: Text Organization • LKU3c.2: Text Organization
• LKU3d.1: Comprehension Strategies • LKU3d.1: Comprehension Strategies • LKU3d.2: Comprehension Strategies
Numeracy • NKU1d.K: Patterns and Relationships • NKU1d.1: Patterns and Relationships • NKU1d.1: Patterns and Relationships • NKU1d.1: Patterns and Relationships • NKU1d.2: Patterns and Relationships
Guiding How can communication of our feelings, How can communication of our feelings, How can effective communication of our How can effective communication of our How can the audience and purpose shape
Questions ideas, and experiences be expressed? ideas, experiences, and information be feelings, ideas, experiences, and feelings, ideas, experiences, and communication of our feelings, ideas,
expressed? information be expressed? information be expressed for a variety of experiences, and information?
purposes?
Learning Children experiment with different forms of Students create texts for the Students create a variety of texts with Students create a variety of text forms for Students create texts for a specific
Outcomes expression that communicate feelings and communication of feelings, ideas, literary techniques, features, and elements. specific purposes. audience and purpose.
experiences. experiences, and information.
Conceptual • lived experiences help generate ideas for • feelings, ideas, lived experiences, and • feelings, ideas, lived experiences, • feelings, ideas, lived experiences, • drawing on feelings, ideas, lived
Knowledge text creation information help generate ideas for text information, and interactions with texts information, interactions with texts, and experiences, information, and diverse
• texts provide ideas and information to creation and one another support text creation ideas of one another add interest to texts texts supports the crafting of texts for a
support text creation • the writing process includes generating, • the writing process includes generating, • the writing process is a cycle that includes variety of purposes

DRAFT Kindergarten to Grade 4 English Language Arts – April 2018 Page | 6


DRAFT Kindergarten to Grade 4 English Language Arts

• communication of a message can be planning, drafting, and revising ideas planning, drafting, and making changes to generating, planning, drafting, changing • the writing process is a cycle that can be
represented in many ways • text features, including titles and images, ideas (revising) and adding ideas (revising), and checking individualized
add to the message of texts • words and image (literary techniques); spelling and punctuation (editing) • story elements, literary techniques, text
• the order and placement of words and characters and plot (story elements); and • texts are created for different purposes, forms, and text features can be selected
images helps with clear communication titles, images, and labels (text features) including to inform, persuade, or entertain to create desired effects for the audience
add interest to text creation • descriptive words and sensory details • the order and organization of words,
• the order and organization of words and (literary techniques); characters, setting, sentences, paragraphs, and images
images contribute to a clear message and plot (story elements); and titles, contribute to and affect the message
• sentence structure and punctuation clarify images, and captions (text features) are • revising is an ongoing process that
messages used for different purposes provides clarity to and interest in texts
• the order and organization of words, • editing is an ongoing process that helps to
sentences, and images contribute to clear communicate ideas more clearly
messages
• revisions and edits make texts clear
• writing conventions are needed to
communicate effectively
Procedural • exploring different forms of • writing about and representing feelings, • writing about and representing feelings, • choosing text form by considering • choosing text form by considering
Knowledge communication, including pictures, non- ideas, lived experiences, and information ideas, lived experiences, and information purpose, including to inform, persuade, audience and purpose, including to
conventional print, copying, and symbols in a variety of texts, including stories, in a variety of texts, including stories, inspire, or entertain inform, persuade, inspire, or entertain
• generating ideas for text creation letters, informational, or poems letters, informational texts, descriptive • experimenting with ways of generating, • applying a variety of strategies for
• experimenting with letter formation • exploring a variety of ways to generate texts, or poems planning, and organizing ideas for writing generating, organizing, and recording
• recording environmental print and words ideas with one another • experimenting with ways to generate, • applying high-utility words and descriptive ideas
that have personal significance • creating texts with story elements, organize, and record ideas vocabulary to communicate meaning • applying an increasing variety of
• discussing the message conveyed in including characters and events (simple • creating texts with story elements, • applying literary techniques being descriptive and topic-specific vocabulary
personal texts plot) including settings, characters, key details, explored, including descriptive words, depending on purpose
• expressing thoughts, feelings, and lived • experimenting with word choice and simple plots rhymes, sensory details, alliteration, and • applying literary techniques being
experiences through various • applying high-utility words when creating • applying high-utility words and new onomatopoeia explored, including onomatopoeia,
representations texts vocabulary appropriately in creating texts • integrating story elements, including alliteration, similes, descriptive words,
• experimenting with text features, including • applying literary techniques being setting, characters, and plot and rhymes that enhance effect
titles, images, and labels explored, including words, rhymes, • choosing text features, including images, • creating stories with elements, including
• printing letters and words, formed legibly sounds, language patterns, or alliteration captions, labels, tables of contents, setting, characters, and plot, or elements
with spacing, with or without digital tools • applying text features, including images, headings, glossaries, layout, or hyperlinks, that may reflect different cultures or
• checking whether or not text makes sense labels, tables of contents, or layout to support purpose authors’ styles
and considering changes • printing letters and words, formed legibly • handwriting letters and words legibly, with • choosing text features, including images,
• experimenting with capital letters and with spacing and increasing fluency, with or without digital tools captions, labels, tables of contents,
periods when writing simple statements or without digital tools • exploring personal voice where headings, glossaries, layout, or hyperlinks,
• exploring strategies to spell unknown • writing with connecting words to join appropriate appropriate to audience and purpose
words related ideas in a sentence • composing sentences using different • handwriting letters and words legibly with
• revising to check whether or not texts lengths and beginnings increasing fluency, with or without digital
make sense and changing words or • revising by adding, deleting, or changing tools
sentences to improve the message words or sentences to improve clarity • adapting personal voice where
• applying feedback to ensure that details • adding literary elements and text features appropriate
are on topic to clarify the message • writing a variety of sentences that vary in
• writing simple sentences, including nouns • applying feedback to clarify meaning and length and complexity
and verbs, capital letters, end punctuation, add interest • revising texts to ensure a logical
and commas in a series • writing simple sentences with nouns, progression of ideas and information and
• applying strategies to spell unknown verbs, adjectives, adverbs, capital letters, to add interest
words end punctuation, and apostrophes • writing with commas after introductory
words and consistently applying capital

DRAFT Kindergarten to Grade 4 English Language Arts – April 2018 Page | 7


DRAFT Kindergarten to Grade 4 English Language Arts

• applying strategies to spell unknown letters and end punctuation


words • applying strategies to spell unknown
words
Competencies • Communication • Communication • Communication • Communication • Communication
• Creativity and Innovation • Creativity and Innovation
Literacy • LA1a.K: Purpose • LA3a.1: Task Analysis • LA3a.1: Task Analysis • LA3a.1: Task Analysis • LA3a.2: Task Analysis
• LKU4a.K: Clarity • LKU1b.1: Conventions • LKU1b.1: Conventions • LKU1b.1: Conventions • LKU1b.2: Conventions
• LKU4c.K: Intent • LKU3b.1: Vocabulary • LKU3b.1: Vocabulary • LKU3b.1: Vocabulary • LKU3b.2: Vocabulary
• LKU4d.K: Modes and Media • LKU4a.1: Clarity • LKU4a.1: Clarity • LKU4a.1: Clarity • LKU4a.2: Clarity
• LKU4c.1: Intent • LKU4c.1: Intent • LKU4c.1: Intent • LKU4b.2: Audience
• LKU4d.1: Modes and Media • LKU4d.1: Modes and Media • LKU4d.1: Modes and Media • LKU4c.2: Intent
• LKU4d.2: Modes and Media
Numeracy • NKU2a.K: Spatial Visualization • NKU2a.1: Spatial Visualization • NKU2a.1: Spatial Visualization • NKU2a.1: Spatial Visualization • NKU2a.2: Spatial Visualization
Guiding How can curiosity help us explore the How can curiosity help us gather and How can curiosity help me gather, organize, How can the inquiry process help us gather, How can refining the inquiry process help
Questions world? organize information to explore the world? and evaluate information to solve problems organize, and evaluate information to solve me manage information and shape my
and discover new ideas? problems and learn new ideas? understanding?
Learning Children explore how curiosity helps Students engage in and practise processes Students experiment with and implement a Students apply an inquiry process that Students apply and refine an inquiry
Outcomes construct and express meaning. that encourage curiosity in the construction process that encourages curiosity about a encourages curiosity about a chosen topic process about a chosen topic in the
and expression of meaning. specific topic in the construction and in the construction and expression of construction and expression of meaning.
expression of meaning. meaning.
Conceptual • curiosity helps to explore the world • curiosity helps to explore the world • curiosity about a specific topic helps to • curiosity about a chosen topic helps to • the inquiry process helps manage
Knowledge • asking questions can support • questions can contribute to new solve problems and discover new ideas solve problems and discover new ideas information and shape understandings
understanding of texts and experiences understandings of texts and experiences • questions and statements are different • inquiry can support problem solving and about a chosen topic
• information comes from a variety of • information comes from a variety of • fact and fiction are different discovery of new ideas • inquiry is a process that can be influenced
sources, including people, land, books, and sources, including people, land, books, and • information comes from a variety of • the inquiry process includes various steps by choices
digital texts digital texts sources, including people, land, books, and • opinions and facts are different • information can be ranked, sorted, and
digital texts • information about a chosen topic can be validated when consulting a variety of
collected from a variety of sources, sources, including people, land, books,
including people, land, books, and digital and digital texts
texts • information can be relevant and
irrelevant, reliable and unreliable
Procedural • exploring ways that curiosity supports the • sharing questions and predictions about • sharing questions and predictions about a • asking questions relevant to a chosen topic • asking questions to focus inquiry about a
Knowledge construction and expression of meaning information gathered from texts and specific topic • sharing and monitoring predictions about chosen topic
• sharing questions and predictions related experiences • verifying predictions about information a chosen topic • choosing topics and sources to focus
to texts and experiences • exploring differences between a question gathered from texts and experiences • selecting topics and sources based on inquiry based on preference or purpose
• exploring ways to share and sort and a statement • recognizing when information answers preference or purpose • generating appropriate categories to sort
information and observations • exploring differences between fact and questions related to a specific topic • making connections between background information
• exploring differences between real and fiction • making connections between background knowledge and new ideas • exploring ways to determine relevance
imaginary • exploring differences between navigating knowledge and new ideas • recognizing that different skills are and reliability of information related to a
digital tools and other texts • exploring differences between navigating required to navigate digital texts and other chosen topic
• recording observations in various ways, digital texts and other texts texts • connecting background knowledge and
including pictures and words • recording observations in various ways, • recording main ideas in a variety of ways, new ideas to a chosen topic
• sorting information into suggested including pictures, words, and simple including pictures, words, and simple • applying a variety of skills when
categories phrases sentences navigating digital texts and other texts
• describing experiences related to • sorting information about a specific topic • generating categories to sort information • summarizing main ideas in a variety of
gathering information into suggested categories related to a chosen topic ways, including pictures, words, and
• describing experiences and reflections • exploring ways to determine usefulness of complete sentences
related to gathering information information • identifying strengths and areas for

DRAFT Kindergarten to Grade 4 English Language Arts – April 2018 Page | 8


DRAFT Kindergarten to Grade 4 English Language Arts

• adjusting the research process based on improvement in an inquiry process


pre-established criteria
Competencies • Critical Thinking • Critical Thinking • Critical Thinking • Critical Thinking • Critical Thinking
• Communication • Communication • Communication • Managing Information • Managing Information
Literacy • LKU2a.K: Develop Questions • LKU2a.1: Develop Questions • LKU2a.1: Develop Questions • LKU2a.1: Develop Questions • LA2a.2: Personal Insight
• LKU2b.K: Access • LKU2b.1: Access • LKU2b.1: Access • LKU2b.1: Access • LA3a.2: Task Analysis
• LKU2c.K: Evaluate • LKU2c.1: Evaluate • LKU2c.1: Evaluate • LKU2c.1: Evaluate • LKU2a.2: Develop Questions
• LKU3a.K: Background Knowledge • LKU3a.1: Background Knowledge • LKU3a.1: Background Knowledge • LKU3a.1: Background Knowledge • LKU2b.2: Access
• LKU3d.K: Comprehension Strategies • LKU3d.1: Comprehension Strategies • LKU3d.1: Comprehension Strategies • LKU3d.1: Comprehension Strategies • LKU2c.2: Evaluate
• LKU3d.2: Comprehension Strategies
Numeracy • None identified • NKU1h.1: Probability • None identified • None identified • None identified
Guiding How can we acknowledge the ownership of Why do we need to acknowledge text How can we locate and record information Why do we gather and record information Why do we manage information in an
Questions texts? creators? in an ethical way? in an ethical way? ethical way?
Learning Children acknowledge themselves and one Students explore the importance of Students become aware of the importance Students gather and record information in Students demonstrate ethical ways to
Outcomes another as text creators. acknowledging the owner of ideas. of acknowledging ownership of text. an ethical way. gather and record information and ideas.
Conceptual • texts have creators who need to be • the owner of ideas needs to be • texts and information have creators or • laws dictate what sources of information • all information has an owner
Knowledge acknowledged acknowledged owners can be used • people must be asked permission to have
• students can own texts that they create • there are laws that dictate what images • people can choose whether or not to have their name used and image recorded
can be viewed or copied their image recorded • images and other sources of information
• First Nations, Métis, and Inuit codes of must be credited
etiquette demonstrate appropriate and • authentic credit is given to First Nations,
respectful ways of communicating and Métis, and Inuit knowledge and teachings
working with First Nations, Métis, and Inuit by referencing the individual and specific
(Protocol) community
Procedural • acknowledging text creators and where • recognizing text creators and where • naming sources of information • acknowledging titles and authors of • acknowledging sources in alphabetical
Knowledge stories come from stories come from • recording key facts and ideas in own words sources of information in a list order
• identifying own work • crediting own work and picture • recognizing when work and ideas can be • exploring criteria to examine trustworthy
used by one another sources
• asking permission when recording images • recognizing when copyright laws apply to
of another person texts
• recording key ideas and information from • asking permission when recording images
sources of another person
• exploring First Nations, Métis, and Inuit • paraphrasing ideas from trustworthy
protocols in appropriate contexts sources
• crediting authentic First Nations, Métis,
and Inuit sources
Competencies • Managing Information • Managing Information • Managing Information • Managing Information • Managing Information
Literacy • LKU2d.K: Ethical Use • LKU2d.1: Ethical Use • LKU2d.1: Ethical Use • LKU2d.1: Ethical Use • LKU2d.2: Ethical Use
Numeracy • None identified • None identified • None identified • None identified • None identified

DRAFT Kindergarten to Grade 4 English Language Arts – April 2018 Page | 9


DRAFT Kindergarten to Grade 4 English Language Arts

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4


Essential
Developing and affirming identity through lived experiences contributes to well-being and understandings of self and one another.
Understanding
Guiding What texts do I find enjoyable and How can I enjoy and engage with diverse How can understanding my literacy needs What habits can help me achieve my What habits can I apply to achieve my
Questions engaging? texts? support my enjoyment of and engagement literacy goals and support my enjoyment of literacy goals and support my enjoyment of
with diverse texts? and engagement with diverse texts? and engagement with diverse texts?
Learning Children explore and share texts that Students investigate and consider ways to Students communicate preferences that Students experiment with and describe a Students apply strategies that support
Outcomes provide enjoyment. find enjoyment when engaging with diverse foster enjoyment of and engagement with variety of strategies that support enjoyment enjoyment,engagement and perseverance
texts. diverse texts. of and engagement with diverse texts. with diverse texts.
Conceptual • texts can provide enjoyment • there are a variety of ways to engage with • selection of appropriate and preferred • text choice, goal setting, and reflection are • text choices vary based on preference
Knowledge • language is everywhere and provides texts when reading, writing, listening, texts supports engagement with and strategies used to engage when reading, • trying new strategies can offer more
enjoyment speaking, viewing, or representing enjoyment of texts when reading, writing, writing, listening, speaking, viewing, or opportunities for engagement
• selection of appropriate texts supports listening, speaking, viewing, or representing • embracing challenges can support positive
engagement representing • routines help reinforce engagement with interactions with texts
• choosing preferred texts can provide • each person has different needs, including texts • discussing texts promotes engagement
enjoyment visual, auditory, and kinesthetic, that • literacy is the ability to use a variety of and broadens perspectives
support engagement with texts strategies to engage with texts • literacy involves the ability to use a variety
of strategies to persevere when engaging
with texts
Procedural • choosing texts for enjoyment based on • following criteria to select appropriate • explaining reasons for text choices and • connecting preferred texts to lived • explaining when text choices and
Knowledge preference print and non-print texts preferences experiences preferences connect to lived experiences
• sharing likes and dislikes about texts • sharing reflections on how text choices and • experimenting with texts in a variety of • reflecting on goals set and strategies • choosing unfamiliar texts
• sharing favourite images, words, phrases, preferences relate to engagement or ways to discover preferences needed to foster enjoyment and • exploring challenging texts and applying
or ideas in texts enjoyment • reflecting on needs that support enjoyment engagement strategies that support perseverance
• exploring language within communities • exploring diverse texts in a variety of ways of and engagement with texts • describing how interacting with a variety of • setting and adjusting goals to persevere
• exploring ways that literacy engages self • describing ways that literacy engages self texts fosters enjoyment and engagement when interacting with diverse texts
and one another and one another with communities • following routines to engage with texts • choosing and reflecting on strategies that
• acknowledging how literacy fosters foster engagement and enjoyment
engagement between self and one another • recognizing how developing literacy builds
within communities connections between self and local and
global communities
Competencies • Communication • Critical Thinking • Communication • Communication • Communication
• Personal Growth and Well-being • Personal Growth and Well-being • Personal Growth and Well-being • Personal Growth and Well-being • Personal Growth and Well-being
Literacy • LA1a.K: Purpose • LA1a.1: Purpose • LA1a.1: Purpose • LA1a.1: Purpose • LA1a.2: Purpose
• LA1b.K: Participation • LA1b.1: Participation • LA1b.1: Participation • LA1b.1: Participation • LA1b.2: Participation
• LKU4d.K: Modes and Media • LA2a.1: Personal Insight • LA2a.1: Personal Insight • LA2a.1: Personal Insight • LA2a.2: Personal Insight
• LKU4d.1: Modes and Media • LKU4d.1: Modes and Media • LKU3a.1: Background Knowledge • LKU3a.2: Background Knowledge
• LKU4d.1: Modes and Media • LKU4d.2: Modes and Media
Numeracy • None identified • None identified • None identified • None identified • None identified
Guiding How can engaging with texts develop an How can engaging with diverse texts build How can engaging with diverse texts How can engaging with diverse texts build How can engaging with diverse texts
Questions awareness of self? an awareness of self? develop an understanding of self? an understanding of self and one another? expand an understanding of self and one
another?
Learning Children explore and share texts that Students explore and share diverse texts Students explore and share connections Students share connections between their Students explain connections between
Outcomes develop an awareness of self. and lived experiences that contribute to an between diverse texts and lived experiences lived experiences, one another, and diverse their lived experiences, one another, and
awareness of self. that develop an awareness of self. texts that develop an awareness of self. diverse texts that develop identity.
Conceptual • personal stories represent self • personal stories represent self • stories of home, community, and culture • unique stories of self, home, community, • identity is knowing self

DRAFT Kindergarten to Grade 4 English Language Arts – April 2018 Page | 10


DRAFT Kindergarten to Grade 4 English Language Arts

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4


Knowledge • people have similar as well as different represent self and culture shape an awareness of self • unique stories of self, home, community,
stories • connections between texts and lived and culture contribute to identity
• texts and lived experiences help experiences build awareness of self • identity develops over time
individuals to develop an awareness of self
Procedural • exploring an awareness of self through • developing an awareness of self through • connecting texts and lived experiences to • recognizing how connecting to diverse • recognizing that experiences of self,
Knowledge engagement with texts the exploration of texts develop an awareness of self texts contributes to an awareness of self home, community, and culture influence
• sharing lived experiences of home, • exploring different lived experiences • recognizing that personal experiences of • recognizing that culture is expressed identity
community, or culture to explore an represented in texts home, community, and culture influence through a variety of texts • exploring identity through engagement
awareness of self • connecting lived experiences of home, self • describing self through engagement with with and creation of diverse texts
community, or culture to an awareness of • expressing awareness of self through and creation of texts
self engagement with and creation of texts
Competencies • Personal Growth and Well-being • Personal Growth and Well-being • Personal Growth and Well-being • Personal Growth and Well-being • Personal Growth and Well-being
• Communication • Communication • Communication • Communication • Communication
Literacy • LKU3a.K: Background Knowledge • LKU3a.1: Background Knowledge • LKU3a.1: Background Knowledge • LKU3a.1: Background Knowledge • LKU3a.2: Background Knowledge
• LKU3d.1: Comprehension Strategies • LKU3d.1: Comprehension Strategies • LKU3d.1: Comprehension Strategies • LKU3d.2: Comprehension Strategies
Numeracy • None identified • None identified • None identified • None identified • None identified

DRAFT Kindergarten to Grade 4 English Language Arts – April 2018 Page | 11


DRAFT Kindergarten to Grade 4 English Language Arts

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4


Essential
Critically analyzing diverse worldviews and experiences fosters empathy, respect, and pluralism.
Understanding
Guiding How can sharing texts help us understand How can sharing diverse texts help us How can engaging with diverse texts help us How can engaging with a variety of diverse How can engaging with a variety of diverse
Questions one another? understand one another in our understand one another in our texts help us understand one another and texts help us build empathy for one
communities? communities? the world? another?
Learning Children explore and share personal views Students connect personal views to those Students interact with and relate to texts Students compare personal points of view Students examine a variety of diverse texts
Outcomes about information and ideas encountered in encountered in diverse texts. that communicate diverse points of view. to those in texts and to those of one and discuss how considering different
diverse texts. another. perspectives builds empathy.
Conceptual • views are an individual’s opinion • views can be similar or different • everyone has a point of view • points of view are formed through • texts reflect diverse perspectives
Knowledge • views about texts can be similar • views are shaped by lived experiences • points of view can be shaped by listening to exploring diverse texts and discussing • everyone has a perspective that is shaped
• texts can share and represent views that and discussing one another’s points of view varied points of view by lived experiences and interactions with
are similar or different • diverse texts, lived experiences, and • being open to another’s point of view one another
interactions with one another shape our requires compassion • empathy helps people relate to one
views another and acknowledge different
perspectives
• awareness and appreciation of different
perspectives strengthens community
Procedural • sharing personal views about texts and • recognizing that lived experiences shape • acknowledging personal points of view • explaining points of view found in diverse • exploring how time and place influence
Knowledge experiences views • listening respectfully to consider one texts how people and characters come to
• acknowledging the views of one another • recognizing personal views explored in another’s points of view • listening respectfully to one another’s understand their experiences
• exploring how lived experiences shape texts • acknowledging the points of view found in points of view • connecting personal perspectives to those
views • recognizing how personal views and those diverse texts • connecting to the feelings and actions of found in diverse texts
of characters can be the same or different one another to build compassion • reflecting on the feelings and actions of
characters to build empathy
• listening attentively and openly to one
another’s perspectives to build empathy
Competencies • Personal Growth and Well-being • Personal Growth and Well-being • Cultural and Global Citizenship • Cultural and Global Citizenship • Cultural and Global Citizenship
• Communication • Communication • Communication
Literacy • LKU3a.K: Background Knowledge • LKU3a.K: Background Knowledge • LKU3a.1: Background Knowledge • LKU3a.1: Background Knowledge • LKU3a.2: Background Knowledge
• LKU3d.K: Comprehension Strategies • LKU3b.1: Vocabulary • LKU3d.1: Comprehension Strategies • LKU3b.2: Vocabulary
• LKU3d.1: Comprehension Strategies • LKU4a.1: Clarity • LKU3d.2: Comprehension Strategies
• LKU4b.1: Audience • LKU4e.2: Media Influence
Numeracy • None identified • None identified • None identified • None identified • None identified

DRAFT Kindergarten to Grade 4 English Language Arts – April 2018 Page | 12


DRAFT Kindergarten to Grade 4 English Language Arts

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4


Essential
Exploring dynamic interconnections in the world and universe strengthens our understandings of relationships.
Understanding
Guiding How are lived experiences connected to How are lived experiences connected to How does the relationship between thinking How can recognizing the relationship How can an awareness of language
Questions language? thinking and language? and language connect to lived experiences? between thought and language connect to influence thinking?
lived experiences?
Learning Children explore connections between Students explore connections between Students connect thinking and language to Students investigate the connections Students connect and explain how
Outcomes language and lived experiences. thinking, language, and lived experiences. lived experiences. between thinking and language. language influences thinking.
Conceptual • language is connected to feelings and lived • language is connected to feelings and lived • individuals use language that reflects • people can think about their thinking • language and thinking are connected
Knowledge experiences experiences thinking and lived experiences • experiences with language influence • perceptions of self are impacted by
• words can have more than one meaning thinking of self and one another language
• individuals use different words to • individuals can think differently about • when lived experiences change, language
communicate lived experiences words and their meanings and thought can change
Procedural • communicating thoughts, feelings, and • sharing thoughts about lived experiences • sharing how words, gestures, images, or • exploring what happens when one thinks • explaining how language changes when
Knowledge personal stories with one another • exploring connections between thinking non-verbal communication is influenced by about their thinking one thinks about thinking and language
• exploring language connected to lived and experiences with words, gestures, our lived experiences • investigating how language can change • connecting how language used can affect
experiences images, or other non-verbal • connecting personal stories and lived when one thinks about language perceptions of self and one another
communication experiences to thinking and language • communicating how language can affect • sharing how the interpretation of words
• exploring connections between lived • connecting choice of words to thinking the thinking and feelings of self and one changes based on lived experiences
experiences and language about self another
• exploring words that have multiple • exploring how word use differs among
meanings individuals
Competencies • Critical Thinking • Critical Thinking • Critical Thinking • Critical Thinking • Critical Thinking
• Communication • Communication • Communication • Communication • Communication
Literacy • LKU3a.K: Background Knowledge • LKU3a.1: Background Knowledge • LKU3a.1: Background Knowledge • LKU3a.1: Background Knowledge • LKU3a.2: Background Knowledge
• LKU4a.K: Clarity • LKU4a.1: Clarity • LKU4a.1: Clarity • LKU4a.1: Clarity • LKU4a.2: Clarity
Numeracy • None identified • None identified • None identified • None identified • None identified
Guiding How can I use language to speak up for How can language impact one another? How can my language impact one another How can I use language to advocate for How can language be used to influence
Questions myself? and myself? myself and one another? change?
Learning Children explore the impact of their Students explore how language impacts self Students investigate how language Students investigate how language has the Students illustrate how language is a
Outcomes language on self. and one another. influences one another. power to influence self and one another. powerful and influential tool for change.
Conceptual • it is important to speak up for self • it is important to speak up for self to • language can have a positive or negative • language can influence self and one • language can be used to repair
Knowledge • an individual’s thoughts and ideas matter express thoughts, ideas, and views impact on one another another in positive and negative ways relationships
• an individual’s voice, thoughts, and ideas • language can influence the thoughts and • advocating is speaking up for self or one • individuals are responsible for the
matter feelings of one another another language they use
• language can impact one another • there are respectful ways of advocating • united voices can be more persuasive than
individual voices
Procedural • exploring ways to express self • exploring the impact of expressing one’s • experimenting with self-expression • experimenting with tone, volume, and • applying tone, volume, or emphasis to
Knowledge • exploring the impact of words, body self • recognizing the impact of words, body emphasis to influence one another influence one another
language, and images • recognizing how language impacts one language, and images • experimenting with persuasion as a • recognizing the responsibility of the
another • describing how language influences self technique used to influence one another language user
• communicating thoughts and ideas • choosing appropriate vocabulary • choosing appropriate language when • demonstrating persuasion as a technique
respectfully • observing and listening to one another advocating for self and one another used to influence choices and decisions
• exploring when language is used to • describing the effects that language has on
influence one another’s choices one another

DRAFT Kindergarten to Grade 4 English Language Arts – April 2018 Page | 13


DRAFT Kindergarten to Grade 4 English Language Arts

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4


• reflecting on effectiveness of own
language
• exploring the influence of united voices
Competencies • Personal Growth and Well-being • Communication • Communication • Communication • Critical Thinking
• Communication • Critical Thinking • Critical Thinking • Cultural and Global Citizenship • Cultural and Global Citizenship
Literacy • LKU4c.K: Intent • LA1b.1: Participation • LA1b.1: Participation • LA1b.1: Participation • LA1b.2: Participation
• LKU4e.1: Media Influence • LKU4b.1: Audience • LKU4b.2: Audience
Numeracy • None identified • None identified • None identified • None identified • None identified
Guiding How can texts be used to explore positive How can texts be used to build positive How can texts show how humans live in How can texts be used to nurture positive How can texts be used to enhance
Questions relationships? relationships? relationships with all living things? and respectful relationships? respectful relationships and foster
belonging?
Learning Children explore First Nations, Métis, and Students explore relationships within First Students explore teachings about Students examine teachings about roles and Students examine diverse texts that explain
Outcomes Inuit relationships described in diverse Nations, Métis, and Inuit communities relationships between people, plants, responsibilities of people in First Nations, how First Nations, Métis, and Inuit
texts. through diverse texts. animals, and the environment within Métis, and Inuit texts. communities support belonging.
diverse First Nations, Métis, and Inuit texts.
Conceptual • First Nations, Métis, and Inuit value • First Nations, Métis, and Inuit texts show • First Nations, Métis, and Inuit texts • First Nations, Métis, and Inuit texts depict • First Nations, Métis, and Inuit texts include
Knowledge respectful relationships between self and how ceremonies and celebrations connect illustrate how people, land, plants, and roles and responsibilities (Kinship) teachings that demonstrate how to build a
one another (Kinship) people within communities (Kinship) animals are all related and equal to one sense of belonging within family and
another (Kinship) community (Kinship)
Procedural • listening respectfully to diverse texts that • experiencing texts that show the diversity • exploring First Nations, Métis, and Inuit • explaining how characters in First Nations, • recognizing how diverse texts reveal the
Knowledge show First Nations, Métis, and Inuit of First Nations, Métis, and Inuit teachings about how to show respect for Métis, and Inuit texts have roles and ways First Nations, Métis, and Inuit
relationships (Kinship) communities people, plants, animals, and the responsibilities families and communities support
• exploring and sharing First Nations, Métis, • exploring how ceremonies and celebrations environment • describing the connections between belonging
and Inuit relationships strengthen relationships within • exploring diverse texts that show the personal roles and responsibilities to those • making connections between personal and
communities relationship between people, plants, found in First Nations, Métis, and Inuit cultural stories that teach about belonging
animals, and the environment texts • describing different ways to support
belonging within communities
Competencies • Communication • Communication • Communication • Critical Thinking • Critical Thinking
• Cultural and Global Citizenship • Cultural and Global Citizenship • Cultural and Global Citizenship • Cultural and Global Citizenship • Cultural and Global Citizenship
Literacy • LKU3a.K: Background Knowledge • LKU3a.1: Background Knowledge • LKU3a.1: Background Knowledge • LKU3a.1: Background Knowledge • LKU3a.2: Background Knowledge
• LKU3d.K: Comprehension Strategies • LKU3d.1: Comprehension Strategies • LKU3d.1: Comprehension Strategies • LKU3d.1: Comprehension Strategies • LKU3d.2: Comprehension Strategies
• LKU4a.1: Clarity • LKU4a.2: Clarity
Numeracy • None identified • None identified • None identified • None identified • None identified
Guiding How can language in texts be used to How can language in texts be used to How can language be used to develop How can language in texts demonstrate How can language be used to enhance
Questions contribute to relationships? develop relationships? productive relationships? ways to nurture relationships? relationships?

Learning Children explore collaborative relationships Students investigate and share language Students describe and apply language and Students explain and demonstrate how Students apply their knowledge of how
Outcomes through texts and experiences. and actions that build collaboration. actions that support collaboration. language and actions can be used to support language and actions foster collaboration.
collaboration.
Conceptual • texts can teach how people work together • texts can teach how people work together • texts can teach how people collaborate • texts can teach ways to support • texts can teach ways to enhance
Knowledge • each person’s participation in a group is • collaboration means working together • each person can work collaboratively in a collaborative work collaborative work
important toward a common goal variety of partnerships and groups toward • individual roles and responsibilities help • respectful language can strengthen
• each person’s participation in a group is a common goal groups work collaboratively toward a relationships within a group
important common goal • having specific roles and responsibilities

DRAFT Kindergarten to Grade 4 English Language Arts – April 2018 Page | 14


DRAFT Kindergarten to Grade 4 English Language Arts

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4


can foster collaboration toward a common
goal
Procedural • exploring a variety of collaborative • discussing collaborative relationships • reflecting upon collaborative relationships • adjusting own language, including tone of • encouraging and recognizing each
Knowledge relationships presented in texts presented in texts presented in texts voice, to build collaboration person’s contributions toward a common
• participating in collaborative experiences • sharing own words and actions that • describing and applying language and • explaining how language usage builds goal
• exploring how people work together support collaboration actions that build collaboration collaboration • demonstrating responsibility for a role
• recognizing what it means to work • describing what it means to work • sharing responsibilities as a group member when collaborating with one another to
collaboratively toward a common goal collaboratively toward a common goal • self-assessing individual accomplishments achieve a common goal
• self-assessing words and actions when in collaboration according to set criteria • creating criteria to self-assess one’s role in
working collaboratively toward a common collaboration
goal
Competencies • Collaboration • Collaboration • Collaboration • Collaboration • Collaboration
• Communication • Communication • Communication • Communication • Communication
Literacy • LA3a.K: Task Analysis • LA2a.1: Personal Insight • LA2a.1: Personal Insight • LA2a.1: Personal Insight • LA2a.2: Personal Insight
• LKU4a.K: Audience • LA3a.1: Task Analysis • LA3a.1: Task Analysis • LA3a.1: Task Analysis • LA3a.2: Task Analysis
• LKU4b.1: Audience • LKU4b.1: Audience • LKU4b.1: Audience • LKU4b.2: Audience
Numeracy • None identified • None identified • None identified • None identified • None identified

DRAFT Kindergarten to Grade 4 English Language Arts – April 2018 Page | 15