2007 REVISED

The Ontario Curriculum

Grades 1-8

Science and
Technology
GRADE 4
 GRADE 4 | UNDERSTANDING LIFE SYSTEMS
HABITATS AND COMMUNITIES

OVERVIEW
This strand focuses on habitats, the natural communities that depend on them, and the impacts
GRADE 4

that changes to habitats can have on interrelationships among plants and animals within these
communities. Students will learn that living things (including humans) rely on other living things
for the energy and resources they need to live. They will also investigate factors that alter various
habitats and communities, including those factors that occur naturally and those that result from
human action. Care must be taken to ensure that all students, including students with special
education needs, have comparable opportunities to explore the natural world.

When assessing human impacts on habitats and communities, students must be given oppor-
tunities to consider human actions from a variety of viewpoints: for example, from the per-
spective of the developer who wants to build low-cost housing on a woodlot, people who are
concerned about the destruction of a natural habitat, families who will benefit from affordable
housing, and people in the community who have used the woodlot carefully for leisure activi-
ties. Thoughtful consideration of various viewpoints, as well as the scientific evidence of the
environmental costs and risks, will enable students not only to look for ways in which people
might come to agreement on how to minimize the negative impacts of their actions, but also to
make more informed decisions about personal choices.

Caring for living things in the classroom helps students to learn about their habitats. It is
important that students be able to identify practices that ensure their own personal safety and
the safety of others and to demonstrate an understanding of these practices. This includes
knowing why it is important to wash their hands before and after handling animals, and to
properly clean and maintain the environment for any plants and animals kept in the classroom.

This topic provides opportunities for making connections to the Grade 4 social studies topic
Canada and World Connections: Canada’s Provinces, Territories, and Regions.
THE ONTARIO CURRICULUM, GRADES 1–8 | Science and Technology

Fundamental Big Ideas

Concepts

Systems and Plants and animals are interdependent and are adapted to meet their
Interactions needs from the resources available in their particular habitats. (Overall
expectations 1, 2, and 3)
Sustainability and
Stewardship Changes to habitats (whether caused by natural or human means) can
affect plants and animals and the relationships between them. (Overall
expectations 2 and 3)
Society relies on plants and animals. (Overall expectations 1 and 2)

84
 OVERALL EXPECTATIONS
By the end of Grade 4, students will:
1. analyse the effects of human activities on habitats and communities;
2. investigate the interdependence of plants and animals within specific habitats and communities;
3. demonstrate an understanding of habitats and communities and the relationships among the plants
and animals that live in them.
SPECIFIC EXPECTATIONS
1. Relating Science and Technology
to Society and the Environment
By the end of Grade 4, students will:
1.1 analyse the positive and negative impacts of
human interactions with natural habitats and
communities (e.g., human dependence on natural
materials), taking different perspectives into
account (e.g., the perspectives of a housing
developer, a family in need of housing, an ecolo-
gist), and evaluate ways of minimizing the
negative impacts
Sample issues: (a) Humans depend on natural
habitats and communities for many things,
including food, building materials, clothing,
and medicine. Natural habitats also help to
purify our air and water. In spite of this
dependency, however, we are destroying
some of the habitats and communities that we
depend on. How can we continue to draw
benefits from the natural environment and
still ensure that it is there to benefit future
generations? (b) Urban development provides
housing for an expanding population, but it
also destroys natural habitats, causing some
species to die off locally or go elsewhere and
enabling other species to multiply rapidly.
When scarce farmland is used for develop-
ment, we lose family farms and a way of life,
as well as local sources of fresh food and
important open spaces. To lessen such
impacts, we need to think of alternative ways
of meeting our needs. Some cities work with
developers to conserve green spaces. Others
are starting to concentrate expansion within
their existing boundaries instead of spread-
ing beyond them. How is development affect-
ing natural habitats in your community, and
what is being done to protect them?
GRADE 4
1.2 identify reasons for the depletion or extinction
of a plant or animal species (e.g., hunting, dis-
ease, invasive species, changes in or destruction
of its habitat), evaluate the impacts on the rest
of the natural community, and propose possi-
ble actions for preventing such depletions or
extinctions from happening
Sample issues: (a) Deforestation for land devel-
opment, as well as hunting, trapping, and
increased tourism, have had an impact on the
wolf population in Ontario. Despite recent laws
designed to protect them, wolves in Ontario
still face many threats. What other animals
and plants would be affected by their destruc-
tion, and what can we do to help them survive?
(b) A plant called American ginseng has com-
monly been used as a traditional medicine
and may be useful in preventing colds and
treating diabetes and other diseases. Because
of harvesting, timber extraction, and the clear-
ing of land for agriculture and development,
American ginseng is on the endangered species
list in Ontario. It is a long-lived perennial herb,
but slow-growing, so replenishing its popu-
lation will take time. How can we protect the
wild plant? What might be some alternative
ways of getting the plant without taking it
from the wild?
2. Developing Investigation and
Communication Skills
By the end of Grade 4, students will:
UNDERSTANDING LIFE SYSTEMS
2.1 follow established safety procedures for work-
ing with soils and natural materials (e.g., wear
gloves when handling soils to set up a working
terrarium)
2.2 build food chains consisting of different plants
and animals, including humans
85
 2.3 use scientific inquiry/research skills (see
page 15) to investigate ways in which plants
and animals in a community depend on fea-
tures of their habitat to meet important needs
(e.g., beavers use water for shelter [they build
their lodges so the entrance is under water], food
[cattails, water lilies, and other aquatic plants],
GRADE 4
and protection [they slap their tails on the water
to warn of danger])
2.4 use scientific inquiry/research skills (see
page 15) to create a living habitat containing a
community, and describe and record changes
in the community over time
Sample guiding questions: What factors need
to be considered when setting up your habi-
tat (e.g., location for container; creating the
right climate, light, and humidity)? What
equipment and materials (e.g., a container of
the correct size, appropriate plant material
and/or animals) will you need to create a
habitat that meets the needs of the community
it supports? What did you learn from your
initial observations about meeting the needs
of living things? What modifications, based
on your observations, need to be made to
keep the habitat healthy?
2.5 use appropriate science and technology vocab-
ulary, including habitat, population, community,
adaptation, and food chain, in oral and written
communication
2.6 use a variety of forms (e.g., oral, written, graphic,
multimedia) to communicate with different
audiences and for a variety of purposes
(e.g., use presentation software to show the
steps one might follow to set up and maintain
a terrarium)
THE ONTARIO CURRICULUM, GRADES 1–8 | Science and Technology
3. Understanding Basic Concepts
By the end of Grade 4, students will:
3.1 demonstrate an understanding of habitats as
areas that provide plants and animals with
the necessities of life (e.g., food, water, air,
space, and light)
3.2 demonstrate an understanding of food chains
as systems in which energy from the sun is
transferred to producers (plants) and then to
consumers (animals)
86
3.3 identify factors (e.g., availability of water or
food, amount of light, type of weather) that
affect the ability of plants and animals to
survive in a specific habitat
3.4 demonstrate an understanding of a commu-
nity as a group of interacting species sharing
a common habitat (e.g., the life in a meadow
or in a patch of forest)
3.5 classify organisms, including humans, accord-
ing to their role in a food chain (e.g., producer,
consumer, decomposer)
3.6 identify animals that are carnivores, herbi-
vores, or omnivores
3.7 describe structural adaptations that allow
plants and animals to survive in specific habi-
tats (e.g., the thick stem of a cactus stores water
for the plant; a duck’s webbed feet allow it to
move quickly and efficiently in water)
3.8 explain why changes in the environment have
a greater impact on specialized species than
on generalized species (e.g., diminishing ice
cover hampers the ability of polar bears to hunt
seals, their main food source, and so the polar
bear population in some areas is becoming less
healthy and may begin to decrease; black bear
habitat has been heavily disrupted by human
encroachment, but because black bears are highly
adaptable omnivores that eat everything from
insects to garbage generated by humans, their
numbers have been increasing)
3.9 demonstrate an understanding of why all
habitats have limits to the number of plants
and animals they can support
3.10 describe ways in which humans are depend-
ent on natural habitats and communities
(e.g., for water, medicine, flood control in wet-
lands, leisure activities)
GRADE 4 | UNDERSTANDING STRUCTURES
AND MECHANISMS
PULLEYS AND GEARS
OVERVIEW

GRADE 4
This strand helps students broaden their understanding of simple machines by looking at two
special kinds of wheels: pulleys and gears. Students will learn that pulleys and gears can transfer
motion from one object to another, transform one kind of motion into another, change the speed
and direction of an object’s motion, and change the amount of force needed to move an object.
They will identify how these devices are used to improve everyday life, learn about mechanical
advantage, and apply what they have learned through investigations of their own design.

Pulleys and gears are so much a part of daily life that it would be easy to overlook their impact.
As students learn about the mechanics of these simple machines, consideration should also be
given to how different groups might view these devices. A physically challenged person who
gains some freedom and independence by using elevators, for example, may have a different
perspective from the person who is able to use stairs. When students consider issues from per-
spectives other than their own, they begin to see how biases develop and, in turn, learn to form
their own opinions on relevant issues.

It is important that students be able to identify and demonstrate an understanding of practices

that ensure their own personal safety and the safety of others when designing, building, and
testing devices that use pulleys and gears. This includes knowing why long hair should be tied
back and loose jewellery removed when working with pulleys and gears, and why pulleys and
gears need to be securely fastened before testing them with a load.

Connections can be made to the Grade 4 social studies topic Heritage and Citizenship: Medieval
Times. Students can see that simple machines have been in use for a very long time, and can
compare the forms of energy used to operate machines today with those used to operate
machines in the past.

Fundamental Big Ideas

Concepts

Systems and Pulleys and gears change the speed, direction, and motion of, and force
Interactions exerted on, moving objects. (Overall expectations 2 and 3)

UNDERSTANDING STRUCTURES AND MECHANISMS

Energy Pulleys and gears make it possible for a small input force to generate a
large output force. (Note: Grade 4 students need to understand mechani-
cal advantage only in its qualitative sense). (Overall expectation 1)
Gears are specialized wheels and axles that are used daily in many
machines. (Overall expectations 1, 2, and 3)

OVERALL EXPECTATIONS
By the end of Grade 4, students will:

1. evaluate the impact of pulleys and gears on society and the environment;
2. investigate ways in which pulleys and gears modify the speed and direction of, and the
force exerted on, moving objects;
3. demonstrate an understanding of the basic principles and functions of pulley systems and
gear systems.

87
 SPECIFIC EXPECTATIONS
1. Relating Science and Technology
to Society and the Environment
By the end of Grade 4, students will:
GRADE 4
1.1 assess the impact of pulley systems and gear
systems on daily life
Sample issues: Elevators and other lifting
devices use pulley and gear systems; they
allow people with physical challenges to
have equal access to all floors of a building.
Bicycles use gears; they provide us with
transportation and exercise. Snowmobiles,
VCRs, and joysticks use pulleys and/or gears;
they provide us with leisure activities. Clothes
dryers and clotheslines, sewing machines,
and windshield wipers on cars and trucks
use pulleys and/or gears. However, many of
these mechanisms require power to operate.
1.2 assess the environmental impact of using
machines with pulleys and gears, taking dif-
ferent perspectives into account (e.g., the per-
spectives of a car driver or cyclist, someone who
is physically challenged, the owner of a multi-
floor building), and suggest ways to minimize
negative impacts and maximize positive impacts
Sample issues: (a) Escalators run all the time,
using large amounts of electrical energy.
(b) A clothesline and a clothes dryer, which
use pulleys or gears, are both used to dry
clothes. Using a clothes dryer is faster than
drying clothes on a line, but the environmental
impact of the dryer is greater because it uses
electricity or natural gas. (c) Gears reduce
THE ONTARIO CURRICULUM, GRADES 1–8 | Science and Technology
the effort needed to pedal a bicycle, but riding
a bicycle still requires more effort and takes
longer than driving a car to the same destination.
However, the bicycle is more environmentally
friendly because it does not use fossil fuel.
2. Developing Investigation and
Communication Skills
By the end of Grade 4, students will:
2.1 follow established safety procedures for work-
ing with machinery (e.g., check to ensure that
pulley systems are firmly attached to a secure
support before operating them; be aware that
changing a larger gear wheel to a smaller one will
change the speed at which the mechanism moves)
88
2.2 use scientific inquiry/experimentation skills
(see page 12) to investigate changes in force,
distance, speed, and direction in pulley and
gear systems
Sample guiding questions: What happens
when the number of pulleys in a system is
increased? When the number is decreased?
How does the force required to raise a load
change when the number of pulleys is
changed? How does the distance over which
the force is exerted change? What happens
when you change the size of one of the
wheels in a gear system? What gear system
will you use to change the direction of the
motion?
2.3 use technological problem-solving skills (see
page 16) to design, build, and test a pulley or
gear system that performs a specific task
Sample problems: Design, build, and test a
mechanism that will raise and lower a flag.
Design, build, and test a changing billboard.
Design, build, and test a model elevator that
could be used in a barn. Design, build, and
test a model drawbridge for a castle.
2.4 use appropriate science and technology vocab-
ulary, including pulley, gear, force, and speed,
in oral and written communication
2.5 use a variety of forms (e.g., oral, written, graphic,
multimedia) to communicate with different
audiences and for a variety of purposes
(e.g., write a set of instructions for setting up
a pulley system)
3. Understanding Basic Concepts
By the end of Grade 4, students will:
3.1 describe the purposes of pulley systems and
gear systems (e.g., to facilitate changes in direc-
tion, speed, or force)
3.2 describe how rotary motion in one system or
its components (e.g., a system of pulleys of dif-
ferent sizes) is transferred to another system or
component (e.g., a system of various gears) in
the same structure
3.3 describe how one type of motion can be trans-
formed into another type of motion using
pulleys or gears (e.g., rotary to linear in a rack
and pinion system, rotary to oscillating in a
clock pendulum)
3.4 describe, using their observations, how
gears operate in one plane (e.g., spur gears,
idler gears) and in two planes (e.g., crown,
bevel, or worm gears)
3.5 distinguish between pulley systems and gear
systems that increase force and those that
increase speed

GRADE 4
3.6 identify pulley systems (e.g., clotheslines,
flagpoles, cranes, elevators, farm machinery)
and gear systems (e.g., bicycles, hand drills,
can openers) that are used in daily life, and
explain the purpose and basic operation
of each
3.7 explain how the gear system on a bicycle works
(e.g., by using the largest gear on the front chain
ring and the smallest gear on the rear wheel, we
can move quickly along a flat surface)
3.8 identify the input components that drive a
mechanism and the output components that
are driven by it (e.g., the pedals on a bike are
the input component; the rear wheel is the
output component)

UNDERSTANDING STRUCTURES AND MECHANISMS

89
 GRADE 4 | UNDERSTANDING MATTER
AND ENERGY
LIGHT AND SOUND

OVERVIEW
GRADE 4

Students will become familiar with the properties of light and sound by investigating and
observing how these forms of energy interact with various objects in the environment. Materials
can be used to transmit, reflect, or absorb light and sound. By exploring the factors that affect
sound and light, students will discover ways in which they can be controlled. Students will begin
to apply this knowledge by constructing simple auditory and optical devices and by examining
the impact of technologies related to sound and light on our everyday lives, including their use
of energy. It is necessary to provide opportunities for students with special education needs to
participate in these or comparable activities.

When gathering information to make informed choices, students must be encouraged to look
beyond their own place in the world and consider the opinions and feelings of others. As they
study innovations related to light and sound, students should consider, for example, how their
use of personal music players affects those around them. By considering the feelings and well-
being of others, students will begin to make personal choices that are fair and equitable.

It is important that students be able to identify and demonstrate an understanding of practices

that ensure their own personal safety and the safety of others. For example, when conducting
experiments with sound and sound-producing devices, students need to know why safe volume
levels must be observed. When conducting experiments with light and light-producing devices,
students need to know why sunlight reflected from a mirror should be aimed away from peo-
ple’s eyes and from materials that might be ignited.

Fundamental Big Ideas

Concepts

Energy Light and sound are forms of energy with specific properties. (Overall
THE ONTARIO CURRICULUM, GRADES 1–8 | Science and Technology

expectations 2 and 3)
Sound is created by vibrations. (Overall expectations 2 and 3)
Light is required to see. (Overall expectation 3)
Technological innovations involving light and sound have an impact on
the environment. (Overall expectation 1)

OVERALL EXPECTATIONS
By the end of Grade 4, students will:

1. assess the impact on society and the environment of technological innovations related
to light and sound;

2. investigate the characteristics and properties of light and sound;

3. demonstrate an understanding of light and sound as forms of energy that have specific
characteristics and properties.

90
SPECIFIC EXPECTATIONS
1. Relating Science and Technology
to Society and the Environment
By the end of Grade 4, students will:
1.1 assess the impacts on personal safety of devices
that apply the properties of light and/or sound
(e.g., UV-coated lenses in sunglasses, safety eyes
on garage door openers, reflective material on
clothing, ear plugs, backup signals on trucks and
cars, MP3 players, cellphones), and propose
ways of using these devices to make our daily
activities safer
Sample prompts: (a) It is important to be
physically active in our daily lives. Walking,
skateboarding, rollerblading, and bicycling
are all good forms of exercise that take place
outside. When taking part in these activities
we should be sure to wear sunglasses that
protect our eyes from the sun and wear cloth-
ing marked with reflective material so we can
be seen by motorists. (b) Using MP3 players or
cellphones while walking, riding, or driving
can prevent us from hearing warning noises
or divert our attention from approaching
dangers. (c) Ear plugs can protect our ears
from excessive noise from lawn mowers and
power tools.
1.2 assess the impacts on society and the environ-
ment of light and/or sound energy produced
by different technologies, taking different per-
spectives into account (e.g., the perspectives of
someone who has to walk on the street late at
night, a cottage owner, a person who is hearing
impaired, manufacturers of and merchants who
sell MP3 players)
Sample issues: (a) Streetlights increase visibil-
ity and make areas safer for people to move
about in the city at night. However, they use
large amounts of electrical energy and con-
tribute to light pollution that obscures the
features of the night sky. Also, birds may be
disoriented by lights from tall buildings and
may be killed when they hit the buildings.
(b) Items like gasoline-powered lawn mowers
and leaf blowers make work easier, and items
like jet skis provide enjoyment to the user.
However, these technologies also create noise
pollution. (c) Advances in electronic technology
have allowed us to develop hearing aids for
people who might never have been able to
hear well without them. However, these same
advances have allowed us to create powerful
sound systems and devices like personal
music players that can be played at volume
levels that annoy others and are potentially
damaging to human hearing.
GRADE 4
2. Developing Investigation and
Communication Skills
By the end of Grade 4, students will:
2.1 follow established safety procedures for pro-
tecting eyes and ears (e.g., use proper eye and
ear protection when working with tools)
2.2 investigate the basic properties of light
(e.g., conduct experiments to show that light
travels in a straight path, that light reflects off
of shiny surfaces, that light refracts [bends]
when passing from one medium to another,
that white light is made up of many colours,
that light diffracts [bends and spreads out]
when passing through an opening)
2.3 investigate the basic properties of sound
(e.g., conduct experiments to show that sound
travels, that sound can be absorbed or reflected,
that sound can be modified [pitch, volume],
that there is a relationship between vibrations
and sound)
2.4 use technological problem-solving skills
(see page 16) to design, build, and test a
device that makes use of the properties of
light (e.g., a periscope, a kaleidoscope) or
sound (e.g., a musical instrument, a sound
amplification device)
Sample guiding questions: How might you
use what you know about sound or about
light and mirrors in your device? Which
properties of light or sound will be most use-
ful to you in your device? What challenges
might you encounter, and how can you over-
come them?
2.5 use scientific inquiry/research skills (see
UNDERSTANDING MATTER AND ENERGY
page 15) to investigate applications of the
properties of light or sound (e.g., careers where
knowledge of the properties of light and/or sound
play an important role [photography, audio
engineering]; ways in which light and/or sound
are used at home, at school, and in the commu-
nity; ways in which animals use sound)
2.6 use appropriate science and technology vocab-
ulary, including natural, artificial, beam of
light, pitch, loudness, and vibration, in oral and
written communication
91
 2.7 use a variety of forms (e.g., oral, written, graph- 3.6 describe how different objects and materials
ic, multimedia) to communicate with different interact with light and sound energy
audiences and for a variety of purposes (e.g., prisms separate light into colours; voices
(e.g., create a song or short drama presentation echo off mountains; some light penetrates
for younger students that will alert them to the through wax paper; sound travels further
dangers of exposure to intense light and sound) in water than air)
3.7 distinguish between sources of light that give
GRADE 4

off both light and heat (e.g., the sun, a candle,

3. Understanding Basic Concepts
an incandescent light bulb) and those that give
By the end of Grade 4, students will: off light but little or no heat (e.g., an LED, a
firefly, a compact fluorescent bulb, a glow stick)
3.1 identify a variety of natural light sources
(e.g., the sun, a firefly) and artificial light 3.8 identify devices that make use of the proper-
sources (e.g., a candle, fireworks, a light bulb) ties of light and sound (e.g., a telescope, a
microscope, and a motion detector make use of
3.2 distinguish between objects that emit their
the properties of light; a microphone, a hearing
own light (e.g., stars, candles, light bulbs) and
aid, and a telephone handset make use of the
those that reflect light from other sources
properties of sound)
(e.g., the moon, safety reflectors, minerals)
3.3 describe properties of light, including the fol-
lowing: light travels in a straight path; light
can be absorbed, reflected, and refracted
3.4 describe properties of sound, including the fol-
lowing: sound travels; sound can be absorbed
or reflected and can be modified (e.g., pitch,
loudness)
3.5 explain how vibrations cause sound
THE ONTARIO CURRICULUM, GRADES 1–8 | Science and Technology

92
GRADE 4 | UNDERSTANDING EARTH AND
SPACE SYSTEMS
ROCKS AND MINERALS

OVERVIEW

GRADE 4
The study of rocks and minerals introduces students to the science of geology. By examining
different types of rocks and minerals found in the earth’s crust, students will learn that the unique
characteristics and properties of rocks and minerals are a result of how they were formed. Such
properties determine possible uses. It is important that students become aware of how human
uses of rocks and minerals not only alter the landscape but also affect the environment in various
other ways.

Because rocks and minerals are such an integral part of our lives, it may be hard for students in
Grade 4 to see the issues clearly. It would be very easy for their viewpoint to be skewed as they
come to realize the impacts associated with just one person’s yearly use of these natural resources
(including impacts from mining, manufacturing, use, and disposal). Therefore, it is critical that
they be given opportunities to look at the issues from the standpoint of all stakeholders: mining
companies, communities where the mines are located, manufacturers, those who are dependent
on the natural environment, and people who benefit from the use of the products – the students
and their families. In communities where mining or related manufacturing processes provide the
livelihood for parents of many students, teachers must be sensitive to the feelings of all students
when discussing the costs and benefits of using everyday objects and products made from rocks
and minerals.

It is important that students be able to identify and demonstrate an understanding of practices

that ensure their own personal safety and the safety of others. For example, students need to know
that some places might be unsafe for collecting their rock samples (e.g., a construction site) and
that they need to wear eye protection when conducting investigations (e.g., when chipping samples).

Fundamental Big Ideas

Concepts

Change and Rocks and minerals have unique characteristics and properties that are a
Continuity result of how they were formed. (Overall expectations 2 and 3)

UNDERSTANDING EARTH AND SPACE SYSTEMS

Sustainability and The properties of rocks and minerals determine society’s possible uses
Stewardship for them. (Overall expectations 1 and 2)
Structure and Our use of rocks and minerals affects the environment. (Overall
Function expectation 1)

OVERALL EXPECTATIONS
By the end of Grade 4, students will:

1. assess the social and environmental impacts of human uses of rocks and minerals;

2. investigate, test, and compare the physical properties of rocks and minerals;

3. demonstrate an understanding of the physical properties of rocks and minerals.

93
 SPECIFIC EXPECTATIONS
1. Relating Science and Technology
to Society and the Environment
By the end of Grade 4, students will:
GRADE 4
1.1 assess the social and environmental costs and
benefits of using objects in the built environ-
ment that are made from rocks and minerals
Sample issues: (a) Quarried stone, sand, and
gravel are used to make concrete. We need
the strength and long life that concrete gives
to roads and buildings, but making concrete
uses a lot of natural resources and energy.
(b) Aluminum is used to make soft drink
containers and trash cans. It can be recycled
many times, and recycling uses much less
energy than making aluminum from ore.
(c) One person uses 5.4 kilograms of salt per
year on food and another 180 kilograms a
year for other things, such as de-icing roads
and sidewalks in winter. We need salt in our
diet, but when we use it excessively on our
roads and sidewalks, it causes damage to cars,
water, and plants. (d) Clay is used to make
plates and mugs, bricks for buildings, and kitty
litter, but clay is mined. The products made
from it break down at rates that are similar to
those for other rocks.
1.2 analyse the impact on society and the environ-
ment of extracting and refining rocks and
minerals for human use, taking different per-
spectives into account (e.g., the perspectives of
mine owners, the families of the miners, Aboriginal
communities, the refinery workers, manufacturers
of items who need the refined rocks and minerals
THE ONTARIO CURRICULUM, GRADES 1–8 | Science and Technology
to make their products, residents who live in
communities located near refineries and manu-
facturing facilities and who are concerned about
the environment)
Sample issues: (a) Surface mining is used to
extract rocks and minerals for eventual human
use. It is less hazardous for humans than
underground mining, but it has a greater
impact on the surface landscape, including
the removal of significant amounts of rich
topsoil. Efforts are being made by mining
companies to reclaim land where mines and
quarries have been closed. Mined-out quarries
can be filled with water and used for recre-
ational purposes. When a mine is closed, the
topsoil that had been removed can be
replaced and native species replanted. (b) The
smelting process is necessary to extract the
94
metals contained in some ores that can then
be made into products for human use. But
the process produces waste materials, includ-
ing gases that contribute to climate change,
acid rain, and smog.
2. Developing Investigation and
Communication Skills
By the end of Grade 4, students will:
2.1 follow established safety procedures for out-
door activities and for working with tools,
materials, and equipment (e.g., use scratch and
streak test materials for the purposes for which
they are intended; when working outdoors, leave
the site as it was found)
2.2 use a variety of tests to identify the physical
properties of minerals (e.g., hardness [scratch
test], colour [streak test], magnetism)
2.3 use a variety of criteria (e.g., colour, texture,
lustre) to classify common rocks and minerals
according to their characteristics
2.4 use scientific inquiry/research skills (see
page 15) to investigate how rocks and miner-
als are used, recycled, and disposed of in
everyday life (e.g., nickel and copper are made
into coins; coins that are out of circulation can be
melted down and the metal can be used for mak-
ing other things; calcium [from limestone], sili-
con [from sand or clay], aluminum [from bauxite],
and iron [from iron ore] are made into cement
that is used for roads and buildings; concrete can
be returned to cement and concrete production
facilities, and can be recycled; rocks from quarries
are used for garden landscaping, and these rocks
can be reused; marble is used for countertops
and statues)
Sample guiding questions: Where might we
find products made from rocks and minerals
in our daily life? How might you find out
other ways in which rocks and minerals are
used in everyday items? Why might some
people and groups have concerns about the
use of some of these rocks and minerals? What
might be some alternative materials that could
be used instead of the rocks and minerals?
How are some of the items made from rocks
and/or minerals disposed of when they are
no longer useful? Which minerals can be
recycled or reused in other products?
2.5 use appropriate science and technology vocab-
ulary, including hardness, colour, lustre, and
texture, in oral and written communication
2.6 use a variety of forms (e.g., oral, written, graphic,
multimedia) to communicate with different
audiences and for a variety of purposes
(e.g., use a graphic organizer to show how
rocks and minerals are used in daily life)
3. Understanding Basic Concepts
By the end of Grade 4, students will:
3.1 describe the difference between rocks (com-
posed of two or more minerals) and minerals
(composed of the same substance throughout),
and explain how these differences determine
how they are used
3.2 describe the properties (e.g., colour, lustre,
streak, transparency, hardness) that are used
to identify minerals
3.3 describe how igneous, sedimentary, and meta-
morphic rocks are formed (e.g., Igneous rocks
form when hot, liquid rock from deep below the
earth’s surface rises towards the surface, cools,
and solidifies, for instance, after a volcanic erup-
tion. Sedimentary rocks form when small pieces
of the earth that have been worn away by wind
and water accumulate at the bottom of rivers,
lakes, and oceans and are eventually compacted
and consolidated into rock; they can also be
formed when sea water evaporates and the dis-
solved minerals are deposited on the sea floor.
Metamorphic rocks form when pre-existing rocks
are changed by heat and pressure.)
3.4 describe the characteristics of the three classes
GRADE 4
of rocks (e.g., Sedimentary rocks often have flat
layers, are composed of pieces that are roughly
the same size with pores between these pieces
that are commonly filled with smaller grains,
and sometimes contain fossils. Igneous rocks
generally have no layers, have variable textures,
and do not contain fossils. Metamorphic rocks
may have alternating bands of light and dark
minerals, or may be composed predominantly of
only one mineral, such as marble or quartzite,
and rarely contain fossils.), and explain how
their characteristics are related to their origin
UNDERSTANDING EARTH AND SPACE SYSTEMS
95
Please click this link to check complete syllabus
 REVISED
2018
The Ontario Curriculum

Social Studies
Grades 1 to 6

History and Geography

Grades 7 and 8
GRADE 4
OVERVIEW
In Grade 4 social studies, students will develop their understanding of how we study
the past, as they use various methods to examine social organization, daily life, and the
relationship with the environment in different societies that existed to 1500 CE, including
at least one First Nation and one Inuit society in what would eventually become Canada.
Students will build on what they have learned in earlier grades, using visual evidence,
primary and secondary sources, and thematic maps to investigate a number of early
societies from different regions and eras and representing different cultures. Students
will investigate the interrelationship between daily life and the environment in these
societies and will compare aspects of life in these societies with that in present-day
Canada. Continuing to build on what they learned in earlier grades, students will study
the interrelationship between human activities and the environment on a national scale.
They will build on their knowledge of municipal and landform regions, studying Canada’s
political regions, including the provinces and territories, and physical regions such as
the country’s landform, vegetation, and climatic regions. Students will investigate issues
related to the challenge of balancing human needs and environmental stewardship in
Canada. They will continue to develop their mapping skills, analysing print, digital,
and interactive maps and using spatial technologies to investigate human interactions
with the environment.

The Grade 4 social studies expectations provide opportunities for students to explore
a number of concepts connected to the citizenship education framework (see page 10),
including beliefs and values, community, culture, power, relationships, and stewardship.

The following chart presents an overview of the Grade 4 social studies curriculum, and
is meant to provide a starting point for planning instruction. For each overall expectation
(listed in the first column), it identifies a related concept (or concepts) of social studies
thinking and a big idea (see pages 14 and 13 for an explanation of big ideas and the
concepts of disciplinary thinking and page 60 for definitions of the concepts of social
studies thinking). General framing questions are provided for each strand to stimulate
students’ curiosity and critical thinking and to heighten the relevance of what they are
studying. These broad and often open-ended questions can be used to frame a set of
expectations, a strand, or a cross-disciplinary unit. The final column suggests ways in
which spatial skills can be introduced and/or developed at this grade level, and indicates
specific expectations with which they can be used (see page 25 for a description of
spatial skills).

97
 Overall Related Concepts Big Ideas Framing Questions Sample Spatial
Expectations of Social Studies Skills/Activities
Thinking to Be Introduced/
Developed

Strand A. Heritage and Identity: Early Societies to 1500 CE

A1. compare key Continuity By studying the What methods can Maps* and Globes
aspects of life in a and Change; past, we can better we use to compare Analysing and
Social Studies

few early societies Perspective understand the societies from constructing

(to 1500), including present. different eras and thematic maps
at least one First regions? (e.g., climate, soil,
Nation and one vegetation maps)
Inuit society, each What are the related to early
from a different most significant societies’
region and era and differences between relationship with
representing a contemporary the environment
different culture, Canadian society (see, e.g., A2.2, A2.3)
and describe some and societies of
key similarities and the past? Identifying the
differences location of early
What are some societies on globes
between these of the legacies of
early societies and and/or maps (see,
early societies e.g., A3.1)
present-day that continue in
Canadian society Canadian society Extracting
A2. use the social Interrelationships The environment today? information on
studies inquiry had a major impact early societies
In what ways did from thematic
process to on daily life in early the environment
investigate ways societies. maps (see, e.g.,
influence early A3.1)
of life and societies? Does the
relationships with environment have
THE ONTARIO CURRICULUM | Social Studies, Grades 1 to 6; History and Geography, Grades 7 and 8

the environment in the same impact

a few early societies on contemporary
(to 1500), including Canadian society?
at least one First What has changed?
Nation and one Why has it changed?
Inuit society, with
an emphasis on
aspects of the
interrelationship
between the
environment and
life in those societies

A3. demonstrate an Significance Not all early

understanding of societies were
key aspects of a few the same.
early societies (to
1500), including at
least one First
Nation and one
Inuit society, each
from a different
region and era and
representing a
different culture,
with reference to
their political and
social organization,
daily life, and
relationships with
the environment
and with each other
98 (continued)
 Overall Related Concepts Big Ideas Framing Questions Sample Spatial
Expectations of Social Studies Skills/Activities
Thinking to Be Introduced/
Developed

Strand B. People and Environments: Political and Physical Regions of Canada

B1. assess some Cause and Human activity and What impact can Graphs
key ways in Consequence; the environment the natural Extracting

Social
which industrial Interrelationships have an impact on environment of information from
development each other. different regions climate graphs

Grade
and the natural have on human (see, e.g., B2.2)
environment affect activities?

Studies
each other in two Constructing
or more political What impact can double bar

4
and/or physical human activities graphs to show
regions of Canada have on the natural comparisons within
environment? a region (see, e.g.,
B2.4)
B2. use the social Perspective Human activities How do we find the
studies inquiry should balance balance between Maps* and Globes
process to environmental environmental Analysing and
investigate some stewardship with stewardship and constructing
issues and human needs/ human needs/ thematic maps
challenges wants. wants? (e.g., maps using
associated with shading or symbols
balancing human Why is it important to represent regions
needs/wants and to consider the or land use) for
activities with long-term impact specific purposes
environmental of human activities? (see, e.g., B2.3)
stewardship in one What makes a
or more of the Using number/
region a region? letter grids and
political and/or
physical regions intermediate
of Canada directions to locate
Canada’s physical
B3. identify Canada’s Significance; A region shares and political
political and Patterns and Trends a similar set of regions on maps
physical regions, characteristics. (see, e.g., B3.7)
and describe their
main characteristics
and some
significant activities
that take place in
them

OVERVIEW

* The term map refers to print, digital, and interactive maps. Students may analyse and create maps on paper or using
mapping programs. 99
 A. HERITAGE AND IDENTITY: EARLY
SOCIETIES TO 1500 CE

OVERALL EXPECTATIONS
Social Studies

By the end of Grade 4, students will:

A1. Application: compare key aspects of life in a few early societies (to 1500), including at least one
First Nation and one Inuit society, each from a different region and era and representing a different
culture, and describe some key similarities and differences between these early societies and
present-day Canadian society (FOCUS ON: Continuity and Change; Perspective)
A2. Inquiry: use the social studies inquiry process to investigate ways of life and relationships with
the environment in a few early societies (to 1500), including at least one First Nation and one Inuit
society, with an emphasis on aspects of the interrelationship between the environment and life in
those societies (FOCUS ON: Interrelationships)
A3. Understanding Context: demonstrate an understanding of key aspects of a few early societies
(to 1500), including at least one First Nation and one Inuit society, each from a different region and
era and representing a different culture, with reference to their political and social organization,
daily life, and relationships with the environment and with each other (FOCUS ON: Significance)

SPECIFIC EXPECTATIONS
THE ONTARIO CURRICULUM | Social Studies, Grades 1 to 6; History and Geography, Grades 7 and 8

A1. Application: Past and Present societies demonstrated a communal, cooperative

Societies
FOCUS ON: Continuity and Change; Perspective
By the end of Grade 4, students will:
approach towards responsibilities in daily life?
How does this organization compare to the
ways in which society in medieval Japan or
India divided up such responsibilities?”

A1.1 compare social organization (e.g., social classes,
general political structure, inherited privilege, the
status of women) in a few early societies, including
at least one First Nation and one Inuit society
(e.g., a slave-owning and a feudal society; a matri-
lineal First Nation and a society in medieval Asia)
Sample questions: “What is the difference
between a slave and a serf? In what ways
were social classes in a feudal society different
from those in a slave-owning society? In what
ways were they the same?” “What were some
differences in the position of women in
ancient Greece, medieval France, and early
Haudenosaunee society?” “What were some
differences and similarities between the clan
systems of early Haida and Cree societies?”
“What were some of the similarities and
differences in systems of leadership between
an early First Nation society and an ancient
Islamic society?” “What were some ways in
which early Potawatomi, Chippewa, or Inuit
A1.2 compare aspects of the daily lives of different
groups within a few early societies, including at
least one First Nation and one Inuit society (e.g.,
the work, family life, education, food, dress, and/or
housing of a slave and a senator in ancient Rome;
women of different castes in medieval India; a serf
and lord in feudal England; a man and a woman
in medieval China or in early Mohawk society;
a merchant and noble in Renaissance Italy), and
explain how differences were related to the
social organization of that society (e.g., the caste
system in India; the matrilineal organization of
Haudenosaunee society; classes in imperial Rome or
in feudal societies in Europe or Asia; the emergence
of a wealthy merchant class in Renaissance Italy)
Sample questions: “In what ways were the lives
of a serf, samurai, and shogun in feudal Japan
different? What do those differences tell you
about the social organization of that society?”
“What differences were there in the education
of men and women in ancient Greece?” ”How
did the daily lives of men and women differ

100
 in an early Inuit society?” “What were some
different groups that contributed to the social
organization of early Algonquin society? What
were the main responsibilities of these groups?
What impact did their roles and responsibilities
have on their daily lives? How did these groups
work together for the benefit of everyone in
that society?”
A1.3 describe some of the ways in which their daily
life differs from the lives of young people from
different backgrounds (e.g., wealthy, poor, slave,
urban, rural) in a few early societies, including at
least one First Nation and one Inuit society (e.g.,
with reference to family life, education, leisure time
and recreation, responsibilities, work)
Sample questions: “What kind of education
was available to children in Europe during the
medieval time period? Who would have been
educated? What were they taught? Did most
children learn to read and write?” “How did
traditional ways of parenting and community
interactions with children influence the lives of
young people in early Indigenous societies?”
“What were some of the games and sports played
by the ancient Mayans and in early Inuit or
First Nations societies? In what ways are they
similar to or different from the games and
sports you play?” “In what ways is the game of
lacrosse that is played today different than what
was played in early Haudenosaunee societies?
In what ways is it the same?” “How did children
gain knowledge and learn about customs and
cultural practices in early Thule or Coast Salish
communities? How does this compare to how
you learn about these things?”
A1.4 compare a few early societies, including at
least one First Nation and one Inuit society, in
terms of their relationship with the environment
(e.g., with reference to seasonal rhythms, use of
land and resources, differences between urban and
rural communities, religious and spiritual practices/
beliefs with respect to the environment), and
describe some key similarities and differences
in environmental practices between these
societies and present-day Canada
Sample questions: “What were some Celtic
seasonal celebrations? Are these reflected in
any celebrations in present-day Canada?”
“What was the role of the moon in early
Haudenosaunee, Anishinaabe, and/or Inuit
societies? How did it affect the society’s
celebration of seasonal cycles? What is the
connection between lunar seasons and the
resources the environment provided for people
in the past? The resources it provides in the
present? In what ways are lunar seasons still
recognized or celebrated in present-day Canada?”
“What were some of the agricultural practices
of the ancient Greeks? What are some ways
in which they were similar to or different
from the agricultural practices of the early
Haudenosaunee?” “What are some ways in
which Indigenous societies in what would
become North America used local plants for
medicine? Why is this knowledge still important
today?” “What farming techniques used by the
Mayans and the people of ancient India are still
practised by Canadian farmers?” “How would
Grade 4
a city in medieval Britain or ancient Rome have
dealt with sewage and garbage? What are some
ways that sewage and garbage are dealt with
in various areas of present-day Canada? What
health issues might arise if sewage and garbage
were not treated or properly disposed of?”
A2. Inquiry: Ways of Life and
Relationships with the Environment
FOCUS ON: Interrelationships
By the end of Grade 4, students will:
A2.1 formulate questions to guide investigations
into ways of life and relationships with the
environment in a few early societies, including
at least one First Nation and one Inuit society,
with an emphasis on aspects of the interrela-
tionship between the environment and life in
those societies (e.g., connections between the local
environment and settlement, art, medicine, religion,
spirituality, types of work; the impact on the environ-
ment of agriculture or the development of towns,
cities, settlements, communities, and/or villages)
Sample questions: “What are some ways in which
societies along the Nile or in Mesopotamia had
an impact on the environment?” “What role did
religion or spiritual beliefs play in the daily life
of the early Haida or Norse, or in ancient Egypt?
In what ways were beliefs connected to the
society’s view of and relationship with the
environment?” “Why did people settle in
the Indus Valley?” “In what ways did the
environment and traditional ecological
knowledge shape hunting and gathering
practices in the societies you are investigating?”
A2.2 gather and organize information on ways of
life and relationships with the environment in
a few early societies, including at least one First
HERITAGE AND IDENTITY
Nation and one Inuit society, using a variety
of primary and secondary sources in both print
and electronic formats (e.g., images depicting
the daily life of different social classes; religious or
spiritual stories that provide evidence of a society’s
view of the environment; agricultural artefacts;
traditional stories, creation stories, legends, and/or
101
 oral history shared by Elders, community members,
and/or knowledge keepers; virtual field trips to
museums and to First Nations cultural centres
to view artefacts and images)
Sample questions: “Where might you look for
information on how different people lived in
rural Europe in medieval times? What do you
think paintings from the time could tell you
about how different people lived and their
Social Studies
relationship with the land?” “Where might you
find information on the art work of Indigenous
societies in what would become North America?
What do you think petroglyphs, birch bark
scrolls, hide paintings, beadwork, and/or
quillwork from the time could tell you about
how Indigenous people lived and their relation-
ships to the land?” “What might a society’s
architecture or art tell you about its relationship
with the natural environment?” “What do the
creation stories of a local First Nation tell you
about its traditional relationship with the land
and with all living things?”
A2.3 analyse and construct print and/or digital
maps, including thematic maps, as part of their
investigations into interrelationships between
the environment and life in a few early societies,
including at least one First Nation and one Inuit
society (e.g., analyse thematic and/or physical maps
showing rivers, vegetation, volcanoes, soil types;
create a thematic map showing traditional trade
THE ONTARIO CURRICULUM | Social Studies, Grades 1 to 6; History and Geography, Grades 7 and 8
routes of the Cree, Algonquin, or Haudenosaunee;
analyse a climate map to determine the climatic
challenges facing early settlements; construct soil
and vegetation maps to determine the connection
between soil type and agricultural activity; analyse
maps to determine the proximity of early settlements
to water; construct a map showing the location
of some traditional First Nations and/or Inuit
territories; use a decolonial map or atlas to determine
the Indigenous names of the places they are
investigating)
Sample questions: “What does this map tell
you about why the Nile was so important to
ancient Egypt?” “What type of thematic map
might help you make connections between local
plant life and the development of medicines?”
“What type of information would you need to
include on a map that shows seasonal camps
of the early Inuit or Ojibwe?” “What kinds of
maps might provide clues about the sustaina-
bility of a society?”
A2.4 interpret and analyse information relevant
to their investigations, using a variety of tools
(e.g., use a graphic organizer to help them determine
the relationship between soil type, availability of
water, and agricultural activity; analyse the content
of paintings on the Internet or at a local gallery
102
for information on a society’s religious practices;
analyse artefacts found in a museum or on a
website for information on a society’s daily life
and relationship with the environment; use a Venn
diagram or a T-chart to help them compare historic
hunting customs, including giving thanks to animals,
between an early First Nation and an early Inuit
society; analyse petroglyphs and rock formations
for information on sacred sites and their location)
Sample questions: “What do these works of art
reveal about the religious and spiritual beliefs
and practices of this society? Do they tell you
anything about the connection between these
beliefs and the environment?” “What does the
Inuksuk tell you about the relationships between
Inuit societies, the land, and the environment?”
“Given the information you have found, what are
some similarities and differences in the clothing
of the early Haudenosaunee, Anishinaabe, and
Inuit? In what ways do the materials used in the
clothes relate to the land and the environment?”
“What does the archaeological evidence reveal
about the way these people lived? What materials
did they use to build their homes? What do these
materials reveal about the local environment?”
“What do these hunting tools tell you about the
historic hunting practices in Mi’kmaq and Odawa
societies? What is similar about these practices?
What is different? How do these practices
compare to those in early Inuit societies?”
A2.5 evaluate evidence and draw conclusions
about ways of life and relationships with the
environment in a few early societies, including
at least one First Nation and one Inuit society,
with an emphasis on aspects of the interrela-
tionship between the environment and life in
those societies
Sample questions: “What did you find out
about religious beliefs/practices in medieval
Japan? In what ways were these beliefs related
to the physical features of the land?” “What did
you find out about traditional medicines used
by some early First Nations and Inuit societies?
How were traditional medicines reflected in the
ways of life and ceremonies of these societies?
In what ways were these medicines related to
the environment?”
A2.6 communicate the results of their inquiries,
using appropriate vocabulary (e.g., peasant, serf,
merchant, noble, Elder, clan mother, faith keeper,
knowledge keeper, Inuk shaman, medicine man, healer,
healer’s helper, feudalism, god/goddess, privilege,
hierarchy, culture, civilization, rural, urban, resources/
gifts) and formats (e.g., an annotated map showing
how a society situated on a flood plain was affected
by and responded to its environment; an interactive
map that highlights traditional territories of some
 early Indigenous societies in what would become
North America, along with key natural features
of the environment; an oral presentation on the
impact of medieval cities on the environment; a
stop-animation video on the lives of children in
a society that followed seasonal migration routes
or lived in different locations during different
seasons; a chart and presentation comparing
farming techniques of different societies)
A3. Understanding Context:
Characteristics of Early Societies
FOCUS ON: Significance
By the end of Grade 4, students will:
A3.1 identify the location of some early societies,
including at least one First Nation and one
Inuit society, on a globe or on print, digital,
and/or interactive maps, and demonstrate the
ability to extract information on early societies’
relationship with the environment from thematic
maps (e.g., climate, physical, topographical,
vegetation maps)
Sample questions: “Where were early Incan
societies located? What modern countries
are part of this region now?” “Where was
Mesopotamia?” “What were the main physical
features in this society, according to this map?
What challenges do you think they might have
presented? What benefits might they have
provided?”
A3.2 demonstrate the ability to extract information
on daily life in a few early societies, including
at least one First Nation and one Inuit society,
from visual evidence (e.g., art works such as
paintings, sculptures, carvings, masks, mosaics,
hide paintings, beadwork, quillwork, soapstone
carvings; clothing; ceremonial dress; regalia;
petroglyphs; monuments; rock/earth mounds;
artefacts such as tools, household utensils,
pottery, religious articles, weapons)
Sample questions: “What do the murals at
Bonampak tell us about the life of the Maya?”
“What do the Elgin Marbles show us about
ancient Greece?” “What can we learn from
the Book of Kells about the importance of
religion to the Celts?” “Why did the Wendat
make their combs out of bone? What type
of bone did they use? Why? Is this material
different from the material used by the early
Inuit to make their combs? If so, how would
you explain the difference?” “Why are the
temples at Angkor Wat or mosques at Timbuktu
such important archaeological sites? What can
they tell us about the societies that built them?”
“What do Haudenosaunee longhouses and the
totem poles of Indigenous peoples on the west
coast of what would eventually become
Canada tell you about the social structures
of those societies?”
A3.3 describe significant aspects of daily life in a
few early societies, including at least one First
Nation and one Inuit society (e.g., with reference
to food, housing, clothing, education, recreation,
spiritual/religious life, family life, transportation,
ceremonies, ways of giving thanks and
acknowledgement)
Grade 4
Sample questions: “How did the Cree travel
during different seasons?” “What were some
of the modes of transportation for early Inuit?
Why were animals important to these modes
of transportation? What role did stars play
in navigation?” “What types of clothing was
worn by the Incas? The medieval Chinese?”
“Why were the ‘Three Sisters’ so important
to the Haudenosaunee?” “What religions
were practised in ancient India?”
A3.4 describe significant physical features and
natural processes and events in a few early
societies, including at least one First Nation
and one Inuit society (e.g., physical features:
rivers, flood plains, mountains, volcanoes, barren
lands, tundra, ocean shore, fertile soil; natural
processes: seasonal changes in climate, animal
migration, erosion; natural events: earthquakes,
floods, volcanic eruptions) and how they affected
these societies, with a focus on the societies’
sustainability and food production (e.g., how
flooding of rivers in ancient Egypt, India, and China
enriched agricultural land, making it possible to
sustain large populations; how the thin topsoil of
Central America, Mesopotamia, and Easter Island
limited population growth; how volcanoes threatened
the survival of communities in ancient Greece and
parts of the Roman Empire; how fluctuations in
temperature led early Inuit societies to develop
techniques like igunaq [meat fermentation] to
prevent food spoilage, Cree societies to develop
sphagnum moss bags to prolong meat freshness,
or Anishinaabe societies to develop techniques
to smoke fish)
Sample questions: “How did seasonal migration
of buffalo affect the lives of early Plains First
Nations?” “What impact did the annual flooding
of the Indus River have on food production in
ancient India?” “Why were Indigenous peoples
in the sub-Arctic and Arctic regions of what
HERITAGE AND IDENTITY
would eventually become Canada more
migratory than coastal and Haudenosaunee
peoples?” “What were some ways in which
seasonal changes and environmental knowledge
shaped early Inuit societies? How did these
societies learn to thrive in the harsh climate
of the Arctic?”
103
 A3.5 describe the importance of the environment
for a few early societies, including at least
one First Nation and one Inuit society, with a
particular focus on how the local environment
affected the ways in which people met their
physical needs (e.g., food, housing, clothing)
Sample questions: “What techniques did the
Aztecs develop to allow them to farm on the
sides of mountains and hills?” “What techniques
Social Studies
Sample questions: “What was the role of the
emperor or empress in Heian Japan? How did
the aristocracy help the emperor rule?” “How
was the head of the government in ancient
Athens chosen?” “How were Haudenosaunee
or Anishinaabe chiefs and leaders chosen?”
“What role did knowledge, age, and experience
play in leadership in early Inuit societies?”
“What were some ways in which systems of
governance and social structures of some early

did the Anishinaabe and Haudenosaunee use

Indigenous societies in what would eventually
to fish in lakes and rivers?” “What use did early
become Canada supported daily life?”
Haida people make of cedar trees?” “How were
igloos in an Inuit winter camp constructed and
A3.8 describe the social organization of a few
expanded as needed? Who lived in an igloo?”
different types of early societies, including at
“How did practices of some early Indigenous
least one First Nation and one Inuit society
peoples in what would become North America,
(e.g., a slave-owning society, a feudal society,
including practices associated with their
an agrarian society), and the role and status
relationship to the land and water systems,
of some significant social and work-related
help to ensure a sustainable environment?”
groups in these societies (e.g., women, men,
children, slaves, peasants, nobles, monarchs,
A3.6 identify and describe some of the major
warriors, knights, priests/priestesses, druids,
scientific and technological developments in
shamans, imams, monks, nuns, merchants,
the ancient and medieval world, including
artisans, apprentices, scribes, midwives, healers)
some from at least one First Nation and one
Inuit society (e.g., calendars; the printing press; Sample questions: “How was Mayan society
developments in agriculture, architecture, medicine, organized? Was there a hierarchy? Was it
transportation, weaponry, navigation) possible to move into a different social class?”
“How were slaves treated in ancient Egypt?
Sample questions: “What is the purpose of an
Why were slaves used? Who owned slaves?”
Inuksuk? How did these structures assist people
“What does the foot binding of women in
and communities in early Inuit societies?”
China tell you about the status of women and
THE ONTARIO CURRICULUM | Social Studies, Grades 1 to 6; History and Geography, Grades 7 and 8

“Why were moon cycles significant to many

social organization in that society?” “What
early societies? How were these cycles connected
was the role of women and children in early
to local ecosystems? How did these cycles affect
Mohawk and Cree societies?”
lifestyles, practices, and daily life in these
societies?” “Why was the birch bark canoe so
A3.9 describe some key reasons why different
important to the Algonquin people?” “How did
groups in a few early societies, including at
the Anishinaabe carry fire from place to place?”
least one First Nation and one Inuit society,
“What techniques did the Haudenosaunee
cooperated or came into conflict at different
develop to store their foodstuffs?” “How did
times (e.g., to explore; to expand territory; to make
Mesopotamia or Egypt use irrigation systems for
decisions, govern, and administer; to promote trade;
their agriculture?” “What were some important
to wage war or make peace; to acquire wealth,
astronomical developments in early India or
power, and control; to rebel; to spread religious
Mesoamerica?”
beliefs and/or enforce the power of particular
religious institutions; to protect spiritual beliefs,
A3.7 describe how a few early societies, including
ceremonies and other cultural practices, and
at least one First Nation and one Inuit society,
traditional lands)
were governed (e.g., early democracy in Greece or
Haudenosaunee society; city states on the Swahili Sample questions: “What was the Silk Road?”
Coast; emperors in China; the roles of nobles, priests, “What were the Crusades? What was their
and the military in Aztec society, of kings, nobles, underlying cause?” “What were some instances
and knights in medieval France, or of chiefs in the of slave or peasant rebellions? What were their
Haida nation) causes?” “What were some of the reasons why
the Haudenosaunee and Anishinaabe nations
came into conflict? When did they cooperate?”

104
A3.10  describe some attempts within a few early
societies, including at least one First Nation and
one Inuit society, to deal with conflict and to
establish greater cooperation (e.g., democratic
developments in ancient Greece; establishment
of religious rights in medieval Islam; matrilineal
structures among some First Nations; the Magna
Carta; guilds; intermarriage between royal houses;
treaties and alliances; the Great Law of Peace; the
resolution of conflict with drumming, dancing,
poetry, and/or humour among Inuit; the role

Grade 4
of lacrosse games; the use of marriage and the
ceremonial sharing of food and skins to symbolize
alliances and the building of relationships in Inuit
societies)
Sample questions: “What were the main
reasons behind some of the treaties between
some First Nations prior to European contact?”
“What role did the practice of adoption play in
Haudenosaunee, Inuit, and/or Celtic societies?”
“How did wampum belts formalize and support
cooperation between Haudenosaunee and
some other First Nations peoples?” “What role
did guilds play in medieval European and/or
Asian societies? Why were they important?”
“What are some ways in which religion contrib-
uted to cooperation in some early societies?”

HERITAGE AND IDENTITY

105
 B. PEOPLE AND ENVIRONMENTS:
POLITICAL AND PHYSICAL
REGIONS OF CANADA
Social Studies

OVERALL EXPECTATIONS
By the end of Grade 4, students will:

B1. Application: assess some key ways in which industrial development and the natural environment
affect each other in two or more political and/or physical regions of Canada (FOCUS ON: Cause and
Consequence; Interrelationships)
B2. Inquiry: use the social studies inquiry process to investigate some issues and challenges associated
with balancing human needs/wants and activities with environmental stewardship in one or more
of the political and/or physical regions of Canada (FOCUS ON: Perspective)
B3. Understanding Context: identify Canada’s political and physical regions, and describe their main
characteristics and some significant activities that take place in them (FOCUS ON: Significance;
Patterns and Trends)

SPECIFIC EXPECTATIONS
THE ONTARIO CURRICULUM | Social Studies, Grades 1 to 6; History and Geography, Grades 7 and 8

B1. Application: Industrial Development
and the Environment
FOCUS ON: Cause and Consequence; Interrelationships
By the end of Grade 4, students will:
B1.1 analyse some of the general ways in which
the natural environment of regions in Canada
has affected the development of industry (e.g.,
how the characteristics of the Canadian Shield made
possible the development of mining and smelting,
forestry, fresh water fisheries, pulp and paper; how
the characteristics of the Maritime provinces made
possible the development of fisheries, coal mining,
agriculture, off-shore oil drilling; how the topography
and climate of the Prairies make the region suitable
for large-scale farming and ranching)
Sample questions: “What industries might
develop in a forested area? Do all forested
regions have the same types of industries?
What accounts for the difference?” “Why do
some industries need to be near water?” “What
makes the Western Cordillera a good location
for mining and smelting as well as forestry-based
industries? What other types of industries have
developed in this region? Why?”
B1.2 assess aspects of the environmental impact
of different industries in two or more physical
and/or political regions of Canada (e.g., hydro-
106 electric development in Quebec, the development of
the oil sands in northern Alberta, fishing in Atlantic
Canada, steel production in Nova Scotia, forestry
and fishing in British Columbia, coal-powered
electrical plants in Ontario, smelting in northern
Ontario, shipping in the Great Lakes–St. Lawrence
region)
Sample questions: “How has the increase in
mining in the North affected the environment?”
“What are the Sydney Tar Ponds? How were
they created? What impact have they had on
the environment?” “What is ‘clearcutting’? Why
is that practice used by forestry companies?
What is its environmental impact?”
B1.3 describe some key actions taken by both
industries and citizens to address the need for
more sustainable use of land and resources (e.g.,
controlling industrial tailings; putting solar panels
on houses or other buildings; ensuring responsible
hunting and fishing practices; consulting with First
Nations, Métis, and/or Inuit communities about
resource development in their territories), and
assess their effectiveness
Sample questions: “What are some things that
the forestry industry has done to help manage
forests? Are these actions enough to preserve
forests for future use? If not, what else do you
think should be done?” “What are some of the
things you and your family can do to live in
a more sustainable way?”
 B2. Inquiry: Balancing Human Needs
and Environmental Stewardship
FOCUS ON: Perspective
By the end of Grade 4, students will:
B2.1 formulate questions to guide investigations
into some of the issues and challenges associated
with balancing human needs/wants and
activities with environmental stewardship in
one or more of the political and/or physical
regions of Canada
Sample questions: “What impact might
ecotourism have on the Rockies or the Gulf
Islands of British Columbia? How might
such tourism be managed to limit its impact?”
“How might the opening of a mine both help
and hurt a community?” “Should wind turbines
be developed in all regions of Canada? Why or
why not?” “What is the best way to balance the
demand for more housing with the responsibility
to protect the environment?”
B2.2 gather and organize information and data
from various sources to investigate issues and
challenges associated with balancing human
needs/wants and activities with environmental
stewardship in one or more of the political
and/or physical regions of Canada (e.g., spatial
technologies and satellite images showing physical
features; print and digital thematic maps showing
land use or population; climate graphs for various
regions; writer views with peers from different
regions using electronic communications; an
interview with a First Nation or Inuk Elder or
a Métis Senator)
Sample questions: “What can satellite images
reveal about the impact of an industry on a
region?” “What type of information might you
be able to gather by interviewing an Elder?”
B2.3 analyse and construct print and/or digital
maps, including thematic maps, as part of their
investigations into balancing human needs/
wants and activities with environmental
stewardship in Canada (e.g., analyse population
settlement maps; construct natural resource maps,
using symbols to represent different resources;
construct physical region maps, using shading
to represent elevation change)
Sample questions: “How might you show the
location of ski resorts on your map of British
Columbia?” “What would you need to include
on a map to show the relationship between
the Canadian Shield and mining industries?”
“What can a map tell you about the relationship
between the location of cities and towns and
transportation links?”
B2.4 interpret and analyse information and data
related to their investigations, using a variety
of tools (e.g., use a graphic organizer to help them
determine the interrelationship between a region’s
physical features and tourism or recreation; plot
Grade 4
population trends in a specific region and compare
them to a graph showing industrial development
in the same region; use a decision-making chart to
determine the best location for a new hydroelectric
dam; use a double bar graph to help them determine
the effect of an increase in tourism on waste production
in a region)
Sample question: “How might you use an ideas
web to help you determine the effect of the
closing of a pulp and paper mill on the people
in the community and on the environment?”
B2.5 evaluate evidence and draw conclusions
about issues and challenges associated with
balancing human needs/wants and activities
with environmental stewardship in Canada
Sample questions: “What did you find out
about the interrelationship between tourism
and the environment on Vancouver Island?
What would you recommend with regard to
the development of the tourism industry in this
area?” “What is your position on the issue of
urban sprawl in the Greater Toronto Area?
What do you think should be done to address
this challenge?” “Do you think the environmental
damage that resulted from building this dam
was justified by the benefits that the dam brings?
Why or why not?”
B2.6 communicate the results of their inquiries
using appropriate vocabulary (e.g., mountains,
foothills, prairies, tundra, wetlands, forestry, mining,
agriculture, fish farming, tourism, commerce, hydro-
electricity, wind farms) and formats (e.g., a poster
explaining the chosen location for a hydro-electric
project; a cooperatively produced big book of photos
from a field study or from the Internet about how
companies are responding to their role as environ-
mental stewards; a brochure outlining the steps
PEOPLE AND ENVIRONMENTS
an industry is taking to help protect the local area;
a song, rap, or poem from the perspective of an
animal that is losing its habitat because of a new
housing development)
107
 B3. Understanding Context: Regions
in Canada
FOCUS ON: Significance; Patterns and Trends
By the end of Grade 4, students will:
B3.1 identify various physical regions in Canada
(e.g., landform, vegetation, and climatic regions),
and describe their location and some of the
Social Studies
major ways in which they are distinct from
and similar to each other (e.g., the location of the
Western Cordillera and the Appalachian regions and
the characteristics of the mountains in each region;
characteristics of boreal forest and tundra regions;
similarities and differences between agricultural
areas in the Niagara region, the Annapolis Valley,
and the western plains; climatic differences between
the rainforest of Vancouver Island and arid areas
such as the Canadian badlands)
Sample questions: “What are some of the physical
regions within Canada’s landform regions?”
“What characteristics of boreal forest make it
different from mixed-wood forest?” “What are
the differences in climate between the east and
west coasts of Canada?”
B3.2 identify some of the main human activities,
including industrial development and
recreational activities, in various physical
regions of Canada (e.g., large-scale farming in
THE ONTARIO CURRICULUM | Social Studies, Grades 1 to 6; History and Geography, Grades 7 and 8
the plains and lowlands; mining and smelting in
the Canadian Shield; cattle ranching in grasslands
and plains; development of transportation routes
along rivers and in valleys and mountain passes;
fisheries in oceans, lakes, and rivers; skiing in
mountain regions; boating on waterways; hiking
on forest or coastal trails)
B3.3 describe the four main economic sectors
(i.e., the primary sector is resource based, the
secondary sector is based on manufacturing
and processing, the tertiary sector is service
based, the quaternary sector is information
based), and identify some industries that are
commonly associated with each sector (e.g.,
primary: logging, fishing, mining; secondary:
pulp and paper, car manufacturing; tertiary: banks,
stores, transportation; quaternary: education,
research and development)
Sample questions: “What is similar about
all primary industries?” “Why is banking
considered to be part of the tertiary sector?”
108
B3.4 identify various types of political regions in
Canada (e.g., provinces, territories, municipalities,
First Nations bands and reserves), and describe
some of their basic similarities and differences
(e.g., the powers of a province versus those of
a territory)
Sample questions: “What are the differences
between a province and a territory? In what
ways are they similar?” “In what ways are the
powers and responsibilities of a municipality
similar to or different from those of a First
Nation band or Métis council?”
B3.5 identify Canada’s provinces and territories
and their capital cities, and describe them with
reference to their location and some of the
peoples who live in them (e.g., New Brunswick,
which is in Atlantic Canada, is the only bilingual
province and has a large Acadian population;
Toronto, which is the capital of Ontario, has a large
immigrant population, which includes people from
China, South Asia, Europe, and Latin America as
well as Indigenous Canadians; the majority of people
in Nunavut, in Arctic Canada, are Inuit)
Sample questions: “Which is Canada’s most
populous province? What are some of the
largest groups living in that province?” “Which
capital cities are ports? What does this tell you
about the importance of water transportation
to Canada?”
B3.6 describe significant opportunities and
challenges related to quality of life in some of
Canada’s political regions (e.g., job opportunities
in Alberta’s booming resource sector; loss of jobs in
the fishing industry in Newfoundland and Labrador;
pollution generated in the Alberta oil sands; challenges
related to employment and housing on First Nations
reserves; urban sprawl in the Greater Toronto Area)
Sample questions: “How has the development of
the oil sands contributed to the Alberta economy?
What are some environmental challenges related
to its development?”
B3.7 demonstrate an understanding of cardinal
and intermediate directions (i.e., NW, SW, NE,
and SE), and use these directions as well as
number and letter grids to locate selected
political and physical regions of Canada on a
variety of print and digital/interactive maps
Sample questions: “What is the purpose of
the numbers and letters following place names
in the index or gazetteer of an atlas?” “What
direction would you be going if you were
travelling from Ottawa to Toronto? From
Regina to Edmonton?”
 Ministry of Education

REVISED

The Ontario Curriculum

Grades 1-8

Language

Printed on recycled paper

ISBN 1-4249-1463-9 (Print)

ISBN 1-4249-1464-7 (TXT)
ISBN 1-4249-1465-5 (PDF)
05-104

© Queen’s Printer for Ontario, 2006

2006
GRADE 4
 GRADE 4 | ORAL COMMUNICATION
OVERALL EXPECTATIONS
By the end of Grade 4, students will:
GRADE 4
1. listen in order to understand and respond appropriately in a variety of situations for
a variety of purposes;
2. use speaking skills and strategies appropriately to communicate with different audiences
for a variety of purposes;
3. reflect on and identify their strengths as listeners and speakers, areas for improvement,
and the strategies they found most helpful in oral communication situations.
SPECIFIC EXPECTATIONS
1. Listening to Understand
By the end of Grade 4, students will:
Purpose
1.1 identify purposes for listening in a vari-
ety of situations, formal and informal,
and set goals related to specific listening
tasks (e.g., to summarize the theme of a
small-group drama presentation; to record
important details about an upcoming
event announced on the radio; to clarify
suggestions for improvements in a peer
writing conference)
Active Listening Strategies
1.2 demonstrate an understanding of
appropriate listening behaviour by
adapting active listening strategies to
suit a variety of situations, including
work in groups (e.g., demonstrate an
THE ONTARIO CURRICULUM, GRADES 1–8 | Language
understanding of when to speak, when to
listen, and how much to say; summarize
information and ideas from a small-group
meeting; ask relevant questions to clarify
meaning and link responses appropriately
to the topic of conversation; adapt listen-
ing behaviour to the requirements of
informal social settings and more formal
settings)
Comprehension Strategies
1.3 identify a variety of listening compre-
hension strategies and use them appro-
priately before, during, and after listening
in order to understand and clarify the
80
meaning of oral texts (e.g., make notes to
summarize what has been heard; use
graphic organizers, diagrams, or sketches
to record information or ideas presented
orally; prepare for a visit to the theatre by
activating prior knowledge of the struc-
ture of a play and discussing the subject
of the play with peers)
Demonstrating Understanding
1.4 demonstrate an understanding of the
information and ideas in a variety of
oral texts by summarizing important
ideas and citing important details
(e.g., present an oral report to the class
after listening to a guest speaker; use a
graphic organizer to map the important
ideas in a text; represent the important
ideas of an oral text through visual art,
music, or drama)
Making Inferences/Interpreting Texts
1.5 make inferences using stated and
implied ideas in oral texts (e.g., listen
“between the lines” to detect bias in an
oral text)
Extending Understanding
1.6 extend understanding of oral texts by
connecting the ideas in them to their
own knowledge, experience, and
insights; to other texts, including print
and visual texts; and to the world
around them (e.g., relate the topic of an
oral presentation to prior knowledge and
information from personal experiences,
 articles, movies, stories, or television
shows; ask questions about relevant stated
and implied details; relate the ideas of
other speakers in a dialogue group to their
own experiences; use role play and drama
to connect the themes and emotions depicted
in an oral text to real-life situations)
Analysing Texts
1.7 analyse oral texts and explain how spe-
cific elements in them contribute to
meaning (e.g., ideas and information,
body language, tone of voice)
Teacher prompt: “How did the speak-
er’s body language and tone of voice
contribute to the meaning?”
Point of View
1.8 identify the point of view presented
in oral texts and ask questions about
possible bias (e.g., identify the use of
words and/or phrases that signal general-
izations or stereotypes about gender, cul-
ture, ability, or age)
Teacher prompts: ”Whose point of
view is presented in this poem?”
“Whose point of view is excluded?”
“Does this reflect the way the world
is today?” “How might this text be
different if another point of view
were presented?”
Presentation Strategies
1.9 identify the presentation strategies used
in oral texts and analyse their effect on
the audience (e.g., the use of emotive
language)
Teacher prompt: “Do you think this
type of emotive language influences
the audience in the way the speaker
intends?”
2. Speaking to Communicate
By the end of Grade 4, students will:
Purpose
2.1 identify a variety of purposes for speak-
ing (e.g., to entertain a wider school audi-
ence; to establish positive personal and
learning relationships with peers; to ask
questions or explore solutions to problems
in small-group and paired activities; to
solicit opinions and react to information
and ideas in a discussion or dialogue group;
to explain to another person how some-
thing works; to summarize and comment
on an event or oral text for the class; to
clarify and organize thinking in order to
contribute to understanding in large and
small groups)
Interactive Strategies
2.2 demonstrate an understanding of
appropriate speaking behaviour in a
variety of situations, including paired
GRADE 4
sharing and small- and large-group dis-
cussions (e.g., acknowledge and extend
other group members’ contributions; make
relevant and constructive comments on
the contributions of other group members)
Clarity and Coherence
2.3 communicate in a clear, coherent man-
ner, presenting ideas, opinions, and
information in a readily understandable
form (e.g., respond in an appropriate
order to multi-part, higher-level questions
in a student-teacher conference or a group
discussion; explain the results of research
in an oral presentation, including a state-
ment of the research focus, the procedures
followed, and the conclusions reached; use
an organizational pattern such as chrono-
logical order or cause and effect to present
ideas in a dialogue or discussion)
Appropriate Language
2.4 use appropriate words and phrases
from the full range of their vocabulary,
including inclusive and non-discrimina-
tory terms, and appropriate elements of
style, to communicate their meaning
accurately and engage the interest of
their audience (e.g., use evaluative terms
to clarify opinions and for emphasis; use
descriptive words to give specificity and
detail to personal anecdotes; use humour
or emotive language to engage the audi-
ence’s interest or sympathy)
Vocal Skills and Strategies
2.5 identify some vocal effects, including
tone, pace, pitch, volume, and a range
of sound effects, and use them appro-
priately and with sensitivity towards
cultural differences to help communi-
cate their meaning (e.g., adjust the pace
of speaking for effect and to hold the lis-
ORAL COMMUNICATION
tener’s attention)
Non-Verbal Cues
2.6 identify some non-verbal cues, including
facial expression, gestures, and eye con-
tact, and use them in oral communica-
tions, appropriately and with sensitivity
81
 towards cultural differences, to help
convey their meaning (e.g., use body lan-
guage, such as moving closer, leaning for-
ward, nodding or shaking their head for
emphasis, to connect with their audience)
you don’t understand, what steps do
you take to clear up your confusion?”
“How do you identify the things that
you do well as a speaker and what
you would like to improve upon?”

Visual Aids Interconnected Skills

2.7 use a variety of appropriate visual aids 3.2 identify, in conversation with the
(e.g., CDs or DVDs, computer-generated teacher and peers, how their skills
GRADE 4

graphic organizers, concrete materials, as viewers, representers, readers,

artefacts) to support or enhance oral
presentations (e.g., use pictures or
samples of different kites to illustrate
a talk on how to build a kite)
3. Reflecting on Oral
Communication Skills
and Strategies
By the end of Grade 4, students will:
and writers help them improve their
oral communication skills
Teacher prompts: “How can viewing
media texts help you as a listener or
speaker?” “How can reading texts
from different cultures help you con-
nect to your audience as a speaker?”

Metacognition
3.1 identify, in conversation with the
teacher and peers, what strategies they
found most helpful before, during, and
after listening and speaking and what
steps they can take to improve their oral
communication skills
Teacher prompts: “What strategies do
you use to monitor your listening to be
sure that you are understanding the
speaker?“ “If, after listening, you think
THE ONTARIO CURRICULUM, GRADES 1–8 | Language

82
GRADE 4 | READING

OVERALL EXPECTATIONS
By the end of Grade 4, students will:

GRADE 4
1. read and demonstrate an understanding of a variety of literary, graphic, and informational
texts, using a range of strategies to construct meaning;

2. recognize a variety of text forms, text features, and stylistic elements and demonstrate
understanding of how they help communicate meaning;

3. use knowledge of words and cueing systems to read fluently;

4. reflect on and identify their strengths as readers, areas for improvement, and the strategies
they found most helpful before, during, and after reading.

SPECIFIC EXPECTATIONS
1. Reading for Meaning
By the end of Grade 4, students will:
Variety of Texts
1.1 read a variety of texts from diverse cul-
tures, including literary texts (e.g., myths,
plays, short stories, chapter books, letters,
diaries, poetry), graphic texts (e.g., graphic
novels, diagrams, brochures, graphs and
graphic organizers, charts and tables, maps),
and informational texts (e.g., textbooks,
non-fiction books on a range of topics,
print and online newspaper and magazine
articles or reviews, print and online ency-
clopedias and atlases, electronic texts such
as e-mails or zines)
Purpose
1.2 identify a variety of purposes for reading
and choose reading materials appropri-
ate for those purposes (e.g., letters and
diaries for information and new ideas,
leisure/hobby books and magazines for
recreation and interest, print and online
magazine or newspaper articles to research
a current issue, instructions or information
about how to play a computer game)
Comprehension Strategies
1.3 identify a variety of reading comprehen-
sion strategies and use them appropri-
ately before, during, and after reading
visualization to clarify details about such
things as the sights, sounds, and smells
in a medieval castle; make and confirm
predictions based on evidence from the
text; synthesize ideas during reading to
generate a new understanding of a text)
Demonstrating Understanding
1.4 demonstrate understanding of a variety
of texts by summarizing important ideas
and citing supporting details (e.g., make
an outline of a section from a textbook in
another subject to prepare for a test)
Making Inferences/Interpreting Texts
1.5 make inferences about texts using stated
and implied ideas from the texts as
evidence
Teacher prompts: “What does the graphic
show that the text doesn’t tell you?” “If
you just saw the picture without the
speech bubble/text box, what would
you think?” “What does the author
want you to realize when she says…?”
Extending Understanding
1.6 extend understanding of texts by con-
necting the ideas in them to their own
knowledge, experience, and insights, to
other familiar texts, and to the world
around them
Teacher prompts: “Are there personal
READING

to understand texts (e.g., activate prior connections that you can make to the
knowledge through brainstorming; ask events in the text?” “How are other
questions to focus or clarify reading; use books by this author similar to the one

83
 we are reading?” “Which other books/
movies/articles/online texts share a
similar topic/theme/point of view?”
Analysing Texts
1.7 analyse texts and explain how specific
elements in them contribute to meaning
(e.g., narrative: characters, setting, main
idea, problem/challenge and resolution,
GRADE 4
plot development; review: statement of
opinion, reasons for opinion, concluding
statement)
Teacher prompts: “How does the
author use the setting to establish the
mood of the text? Is it effective?”
“How does the author use the opening
paragraph to establish a framework for
the book review?”
Responding to and Evaluating Texts
1.8 express opinions about the ideas and
information in texts and cite evidence
from the text to support their opinions
Teacher prompts: “Do you agree with
the decisions made by the main char-
acter in the story?” “What is your
opinion of this newspaper article?
What evidence in the text supports
your opinion?”
Point of View
1.9 identify the point of view presented in a
text, citing supporting evidence from
the text, and suggest some possible
alternative perspectives (e.g., identify words
or phrases that reveal the point of view
presented; write a letter or use role play
to present the perspective of a character
whose voice is not heard in the text)
Teacher prompt: “Whose voice/opinion
is missing from this text? Why do you
think it has been left out of the text?
THE ONTARIO CURRICULUM, GRADES 1–8 | Language
What words might you give to this
missing voice?”
2. Understanding Form and Style
By the end of Grade 4, students will:
Text Forms
2.1 explain how the particular characteris-
tics of various text forms help commu-
nicate meaning, with a focus on literary
texts such as a diary or journal (e.g.,
first-person record of events, thoughts,
and feelings, usually in prose, gives a per-
sonal perspective on events; dated daily or
84
weekly entries provide context), graphic
texts such as a brochure (e.g., headings,
subheadings, text boxes, photographs,
lists, and maps clarify and highlight
important material), and informational
texts such as an encyclopedia (e.g., table
of contents, glossary, index, headings, and
subheadings help the reader use key
words to locate information)
Text Patterns
2.2 recognize a variety of organizational
patterns in texts of different types and
explain how the patterns help readers
understand the texts (e.g., comparison in
an advertisement; cause and effect in a
magazine or newspaper article)
Text Features
2.3 identify a variety of text features and
explain how they help readers under-
stand texts (e.g., the back cover copy for a
book helps readers decide whether the
book will interest them; titles, subtitles,
captions, labels, a menu allow the reader
to skim a text to get a general idea of
what it is about)
Elements of Style
2.4 identify various elements of style –
including alliteration, descriptive
adjectives and adverbs, and sentences
of different types, lengths, and structures –
and explain how they help communicate
meaning (e.g., alliteration and rhythm
can emphasize ideas or help convey a
mood or sensory impression)
3. Reading With Fluency
By the end of Grade 4, students will:
Reading Familiar Words
3.1 automatically read and understand
high-frequency words, most regularly
used words, and words of personal
interest or significance in a variety of
reading contexts (e.g., words from grade-
level texts; terminology used regularly
in discussions and posted on anchor
charts; words from shared-, guided-,
and independent-reading texts and
some regularly used resource materials
in the curriculum subject areas)
Reading Unfamiliar Words
3.2 predict the meaning of and rapidly
solve unfamiliar words using different
types of cues, including:
 • semantic (meaning) cues (e.g., prefixes,
suffixes, base words, phrases, sentences,
and visuals that activate existing knowl-
edge of oral and written language);
• syntactic (language structure) cues
(e.g., word order; language patterns
such as those for regular and irregular
plurals, possessives, and contractions;
identify the important ideas while you
are reading?” “What helps you ’read
between the lines’?” “How do you
know if you are not understanding?”
“What ’fix-up’ strategies work effec-
tively for you?”
Interconnected Skills
4.2 explain, in conversations with the

GRADE 4
punctuation);
teacher and peers or in a reader’s note-
• graphophonic (phonological and
book, how their skills in listening,
graphic) cues (e.g., familiar words
speaking, writing, viewing, and repre-
within larger words: highlight, enlighten;
senting help them make sense of what
recognizable sequences of letters within
they read (e.g., orally summarizing what
long words: spacious, conscious, delicious)
has been read helps a reader to check on
Reading Fluently understanding; engaging in dialogue about
a text helps the reader understand other
3.3 read appropriate texts at a sufficient rate
perspectives and interpretations of a text)
and with sufficient expression to convey
the sense of the text readily to the read- Teacher prompt: “How does conferencing
er and an audience (e.g., read orally in with a peer or the teacher about a text
role as part of a readers’ theatre, using help you understand the text better?”
appropriate phrasing and expression)

4. Reflecting on Reading Skills and

Strategies
By the end of Grade 4, students will:

Metacognition
4.1 identify, in conversations with the
teacher and peers or in a reader’s note-
book, what strategies they found most
helpful before, during, and after reading
and how they can use these and other
strategies to improve as readers
Teacher prompts: “How do you check
to be sure that you are understanding
while you read?” “What helps you

READING

85
 GRADE 4 | WRITING

OVERALL EXPECTATIONS
By the end of Grade 4, students will:
GRADE 4

GRADE 4
1. generate, gather, and organize ideas and information to write for an intended purpose
and audience;

2. draft and revise their writing, using a variety of informational, literary, and graphic forms
and stylistic elements appropriate for the purpose and audience;

3. use editing, proofreading, and publishing skills and strategies, and knowledge of language
conventions, to correct errors, refine expression, and present their work effectively;

4. reflect on and identify their strengths as writers, areas for improvement, and the strategies
they found most helpful at different stages in the writing process.

SPECIFIC EXPECTATIONS

1. Developing and Organizing Research

Content
By the end of Grade 4, students will:
Purpose and Audience
1.1 identify the topic, purpose, and audi-
ence for a variety of writing forms (e.g.,
a cinquain or shape poem modelled on
the structures and style of poems read, to
contribute to a student poetry anthology
for the school library; a set of directions to
complete a science experiment on pulleys
and gears, for a class presentation; a
timeline of significant events in the
writer’s life, to accompany a biography
for a class collection)
Teacher prompts: “How will you
THE ONTARIO CURRICULUM, GRADES 1–8 | Language
1.3 gather information to support ideas for
writing using a variety of strategies and
oral, print, and electronic sources (e.g.,
identify key words to help narrow their
searches; cluster ideas; develop a plan for
locating information; scan texts for specif-
ic information, including teacher read-
alouds, mentor texts, reference texts, shared-,
guided-, and independent-reading texts,
and media texts)
Classifying Ideas
1.4 sort and classify ideas and information
for their writing in a variety of ways
(e.g., by underlining key words and
phrases; by using graphic and print
organizers such as mind maps, concept

maps, timelines, jot notes, bulleted lists)

identify your topic?” “What is the
purpose of your writing?” “What
formwill best suit the purpose?”
“Who will your audience be?”
Developing Ideas
1.2 generate ideas about a potential topic
using a variety of strategies and
resources (e.g., brainstorm; formulate
and ask questions to identify personal
experiences, prior knowledge, and
information needs)
Organizing Ideas
1.5 identify and order main ideas and sup-
porting details and group them into
units that could be used to develop a
summary, using a variety of graphic
organizers (e.g., a Venn diagram, a para-
graph frame) and organizational pat-
terns (e.g., generalization with supporting
information, cause and effect)
Review
1.6 determine whether the ideas and infor-
mation they have gathered are relevant

86
 and adequate for the purpose, and do
more research if necessary (e.g., discuss
material with a peer or adult using a
KWHLW organizer: What do I know?
What do I want to learn? How will I
find out? What have I learned? What do
I still want to know?; compare their
material to the content of similar texts)
2. Using Knowledge of Form and
Style in Writing
By the end of Grade 4, students will:
Form
2.1 write more complex texts using a variety
of forms (e.g., a storyboard using captions
and photographs or drawings to recount
a significant event in their life; a report,
including jot notes, comparing the envi-
ronments of two or more regions in
Canada; a letter to the author about the
student’s reaction to a particular text; a
summary of the role of a medieval per-
son; a review of a book or website; an
original folk tale, fairy tale, or tall tale, or
an extension of an existing tale; a board
game related to a unit of study)
Voice
2.2 establish a personal voice in their writ-
ing, with a focus on using words and
stylistic elements that convey a specific
mood such as amusement (e.g., use
simple irony to poke fun at themselves:
“Lucky me. I got to do the dishes.”)
Word Choice
2.3 use specific words and phrases to create
an intended impression (e.g., compara-
tive adjectives such as faster; words that
create specific effects through sound, as in
alliteration for emphasis: rotten rain)
Sentence Fluency
2.4 use sentences of different lengths and
structures (e.g., complex sentences incor-
porating conjunctions such as because, so, if)
Point of View
2.5 identify their point of view and other
possible points of view on the topic, and
determine whether their information
sufficiently supports their own view
Teacher prompt: “Have you included
enough details that support your point
of view? What facts or details that you
have left out would challenge your
point of view?”
Preparing for Revision
2.6 identify elements of their writing that
need improvement, using feedback
from the teacher and peers, with a focus
on specific features (e.g., logical organi-
zation, depth of content)
Teacher prompts: “How might you
reorganize the information to make it
GRADE 4
easier for the audience to understand?”
“Are there clear links between your
ideas?” “Can you add one sentence
that would help clarify your main idea?”
Revision
2.7 make revisions to improve the content,
clarity, and interest of their written
work, using several types of strategies
(e.g., reordering sentences; removing repe-
tition or unnecessary information; chang-
ing the sequence of ideas and information
and adding material if appropriate; adding
transition words and phrases to link sen-
tences and/or paragraphs and improve
the flow of writing; adding or substituting
words from other subject areas, word lists,
and a variety of sources, such as a dic-
tionary or thesaurus and the Internet, to
clarify meaning or add interest; checking
for and removing negative stereotypes,
as appropriate)
Teacher prompts: “What words or phrases
could you use to help the reader follow
your thinking more easily?” “What
descriptive words could you add to
make your characters come alive for
the reader?”
Producing Drafts
2.8 produce revised, draft pieces of writing
to meet identified criteria based on the
expectations related to content, organi-
zation, style, and use of conventions
3. Applying Knowledge of
Language Conventions
and Presenting Written
Work Effectively
By the end of Grade 4, students will:
Spelling Familiar Words
3.1 spell familiar words correctly (e.g., words
from their oral vocabulary, anchor charts,
and shared-, guided-, and independent-
reading texts; words used regularly in
WRITING
instruction across the curriculum)
87
 Spelling Unfamiliar Words
3.2 spell unfamiliar words using a variety
of strategies that involve understanding
sound-symbol relationships, word struc-
tures, word meanings, and generaliza-
tions about spelling (e.g., pronounce the
silent letters in words: k-now; divide long
words into manageable chunks; make
connections between words with similar
GRADE 4
spellings; apply knowledge of vowel pat-
terns to new words; apply knowledge of
letter patterns and rules for forming regu-
lar and irregular plurals and possessive
contractions; identify roots in related
words: explore, explorer, exploration;
highlight the differences between similar
words; use mnemonics: twin is two)
Vocabulary
3.3 confirm spellings and word meanings
or word choice using different types of
resources appropriate for the purpose
(e.g., locate words in online and print
dictionaries using alphabetical order,
entry words, guide words, pronunciation,
and homographs; use a variety of diction-
aries such as a dictionary of idioms or
homonyms; use a thesaurus to find
alternative words)
Punctuation
3.4 use punctuation appropriately to help
communicate their intended meaning,
with a focus on the use of: the apostro-
phe to indicate possession, and quota-
tion marks to indicate direct speech
Grammar
3.5 use parts of speech appropriately to
communicate their meaning clearly,
with a focus on the use of: common and
proper nouns; verbs in the simple pres-
ent, past, and future tenses; adjectives
and adverbs; subject/verb agreement;
THE ONTARIO CURRICULUM, GRADES 1–8 | Language
prepositions; and conjunctions
(e.g., since, through, until)
Proofreading
3.6 proofread and correct their writing
using guidelines developed with peers
and the teacher (e.g., an editing checklist
specific to the writing task; a posted class
writing guideline)
Publishing
3.7 use some appropriate elements of effec-
tive presentation in the finished product,
including print, script, different fonts,
88
graphics, and layout (e.g., use legible
printing and some cursive writing; use a
variety of font sizes and colours to distin-
guish headings and subheadings from the
body of the text; supply detailed labels for
diagrams in a report; include graphs such
as a bar graph or a pie graph)
Producing Finished Works
3.8 produce pieces of published work to
meet identified criteria based on the
expectations related to content, organi-
zation, style, use of conventions, and
use of presentation strategies
4. Reflecting on Writing Skills and
Strategies
By the end of Grade 4, students will:
Metacognition
4.1 identify what strategies they found
most helpful before, during, and after
writing and what steps they can take
to improve as writers
Teacher prompts: “Explain how you
used the thesaurus to help with your
revisions.” “How does keeping a
writer’s notebook help you plan your
next steps for writing?”
Interconnected Skills
4.2 describe, with prompting by the teacher,
how their skills in listening, speaking,
reading, viewing, and representing help
in their development as writers
Teacher prompts: “How does your
experience of variety of texts help you
as a writer?” “In what way is talking
before writing helpful to you?” “How
does it help you to listen to someone
else read your writing?”
Portfolio
4.3 select pieces of writing that they think
reflect their growth and competence
as writers and explain the reasons for
their choice
GRADE 4 | MEDIA LITERACY
OVERALL EXPECTATIONS
By the end of Grade 4, students will:
1. demonstrate an understanding of a variety of media texts;
2. identify some media forms and explain how the conventions and techniques associated
with them are used to create meaning;
3. create a variety of media texts for different purposes and audiences, using appropriate
forms, conventions, and techniques;
4. reflect on and identify their strengths as media interpreters and creators, areas for
improvement, and the strategies they found most helpful in understanding and creating
media texts.
SPECIFIC EXPECTATIONS
1. Understanding Media Texts
By the end of Grade 4, students will:
Purpose and Audience
1.1 identify the purpose and audience for a
variety of media texts (e.g., this print
advertisement is designed to interest chil-
dren in taking karate lessons; this website
is designed to provide information to fans
about a favourite singer; this CD cover
is designed to attract classical music
fans/pop fans/rap fans)
Teacher prompt: “Why do you think
this text was created? What age, gen-
der, cultural group is it aimed at?
How do you know?”
Making Inferences/Interpreting Messages
1.2 use overt and implied messages to draw
inferences and construct meaning in
media texts (e.g., overt message on pack-
aging for a video game: In this adventure
game, characters take big risks and per-
form amazing deeds; implied message: If
you buy this game, you can share in the
excitement and be more like the daring
characters)
Teacher prompts: “What messages on
the packaging make you think you
would like to play this game? What do
the images on the package make you
think about? Which do you think
GRADE 4
influence you more – the overt mes-
sages or the implied messages?” “On
television, what characteristics are
shared by positive role models?”
Responding to and Evaluating Texts
1.3 express opinions about ideas, issues,
and/or experiences presented in media
texts, and give evidence from the texts
to support their opinions (e.g.,“I think
this documentary about lions is one-sided
because it only shows them as predators”;
defend an opinion about whether or not a
sitcom or video game reflects reality)
Teacher prompts: “Which elements of
this sitcom (or video game) seemed
realistic and believable to you? Why?
Did anything seem exaggerated?”
“Do the characters in the program accu-
rately represent the diversity of society?
Explain.”
Audience Responses
1.4 explain why different audiences might
respond differently to specific media
texts (e.g., examine children’s books or
video games that have been rated as suit-
able for different age groups and suggest
MEDIA LITERACY
reasons for the ratings)
Teacher prompt: “Find the age rating
for a DVD/video/game that you
enjoy. Is it fair? Why/why not?”
89
 Point of View
1.5 identify whose point of view is present-
ed or reflected in a media text, citing
supporting evidence from the text, and
suggest how the text might change if a
different point of view were used (e.g.,
explain how the point of view reflected in
an advertisement is conveyed and describe
how the advertisement might change to
GRADE 4
reflect the point of view of a different
audience; describe how a TV show might
change if it were told from the point of
view of a different character)
Teacher prompts: “What kinds of
images would you use in this adver-
tisement for a children’s breakfast
cereal if you wanted parents to buy
the cereal?” “From whose point of
view is your favourite television
show presented?”
Production Perspectives
1.6 identify who produces various media
texts and the reason for their production
(e.g., the government produces public
service announcements, and the media
broadcast them at no charge, to protect
citizens’ safety and the public interest;
arts groups produce posters to advertise
upcoming events; publishers produce
newspapers to provide information, influ-
ence people’s thinking, and make money)
Teacher prompt: “Where would we
find a public service announcement?”
“How do people access or acquire
newspapers?”
2. Understanding Media Forms,
Conventions, and Techniques
By the end of Grade 4, students will:
THE ONTARIO CURRICULUM, GRADES 1–8 | Language
Form
2.1 identify elements and characteristics
of some media forms (e.g., a television
game show: game host/hostess, contest-
ants, prizes; a television nature program:
outdoor setting, wildlife “actors”, voice-
over narration, background music; a
billboard: frame, large surface area,
colour, images, graphics, words, font,
punctuation)
Teacher prompts: “What would you
expect to see in a game-show pro-
gram? A nature program?” “What
aspect of this billboard caught your
immediate attention?”
90
Conventions and Techniques
2.2 identify the conventions and techniques
used in some familiar media forms and
explain how they help convey meaning
(e.g., movies and videos use camera close-
ups to show details, medium and long
shots to put people and objects in perspec-
tive, high and low camera angles to create
illusions of size or artistic effects, environ-
mental sounds for realistic effects, back-
ground music to suggest a mood)
Teacher prompt: “What kind of music
would you use in a commercial for
bicycles? Why?”
3. Creating Media Texts
By the end of Grade 4, students will:
Purpose and Audience
3.1 describe in detail the topic, purpose,
and audience for media texts they plan
to create (e.g., an album of camera shots
to help classmates understand the uses of
different camera angles and distances in
photography and/or film)
Form
3.2 identify an appropriate form to suit
the specific purpose and audience for
a media text they plan to create (e.g., a
poster advertising a school science fair; a
flyer to encourage students to participate
in the fair)
Teacher prompt: “Why is a poster better
to advertise the fair and a flyer better
to tell students how to participate?”
Conventions and Techniques
3.3 identify conventions and techniques
appropriate to the form chosen for a
media text they plan to create (e.g., a
board game related to a unit of study from
a curriculum subject area could include a
list of game rules; a board showing the
game name, movement path, obstacles,
and finish line; and visual details that
will appeal to the intended audience)
Teacher prompt: “What are the essen-
tial components of this form? Have
you included them all?”
Producing Media Texts
3.4 produce media texts for specific purposes
and audiences, using a few simple media
forms and appropriate conventions and
techniques (e.g.,
• an album of camera shots showing the
different angles and distances and com-
menting on their uses
• a poem, announcement, or flyer pro-
duced electronically by combining
word-processed text with pictures
and/or photographs
• a mock television commercial for a
favourite cereal, toy, or book
• a newspaper article that includes a
photograph and headline
• a board game related to a unit of study
from a curriculum subject area such as
science or health
• a picture book to accompany a unit of
study for a younger grade
• a storyboard identifying the sound
effects, images, and dialogue to be used
in filming a scene from a novel)
4. Reflecting on Media Literacy
Skills and Strategies
By the end of Grade 4, students will:
Metacognition
4.1 identify, initially with support and
direction, what strategies they found
most helpful in making sense of and
GRADE 4
creating media texts, and explain how
these and other strategies can help
them improve as media viewers/
listeners/producers
Teacher prompt: “What skills do you
use, before, during, and after you
work with or create a media text? Be
sure to consider all the skills required
for texts that have more than one form:
for example, television uses sound,
visual images, and sometimes print.”
Interconnected Skills
4.2 explain, initially with support and
direction, how their skills in listening,
speaking, reading, and writing help
them to make sense of and produce
media texts
Teacher prompt: “Does reading and
writing about a story after seeing the
movie or DVD give you new ideas
about what you saw?”
MEDIA LITERACY
91
T H E O N TA R I O C U R R I C U L U M
G R A D E S 1–8

HEALTH
AND
PHYSICAL
EDUCATION

2019

Overall Expectations At a Glance
Strand A. Social-Emotional
Learning Skills
Throughout Grade 4, in order to promote overall health and
well-being, positive mental health, and the ability
to learn, build resilience, and thrive, students will:
A1. apply, to the best of their ability, a range
of social-emotional learning skills as they
acquire knowledge and skills in connec-
tion with the expectations in the Active
Living, Movement Competence, and
Healthy Living strands for this grade.
Strand B. Active Living
By the end of Grade 4, students will:
B1. participate actively and regularly in a
wide variety of physical activities, and
demonstrate an understanding of how
physical activity can be incorporated
into their daily lives;
B2. demonstrate an understanding of the
importance of being physically active,
and apply physical fitness concepts and
practices that contribute to healthy,
active living;
B3. demonstrate responsibility for their own
safety and the safety of others as they
participate in physical activities.
GRADE 4
Strand C. Movement Competence
By the end of Grade 4, students will:
C1. perform movement skills, demonstrating
an understanding of the basic requirements
of the skills and applying movement
concepts as appropriate, as they engage
in a variety of physical activities;
C2. apply movement strategies appropriately,
demonstrating an understanding of the
components of a variety of physical activ-
ities, in order to enhance their ability to
participate successfully in those activities.
Strand D. Healthy Living
By the end of Grade 4, students will:
D1. demonstrate an understanding of factors
that contribute to healthy development;
D2. demonstrate the ability to apply health
knowledge and social-emotional learning
skills to make reasoned decisions and
take appropriate actions relating to their
personal health and well-being;
D3. demonstrate the ability to make connec-
tions that relate to health and well-being –
how their choices and behaviours affect
both themselves and others, and how factors
in the world around them affect their own
and others’ health and well-being.
Overall Expectations At a Glance | GRADE 4 157
 St r a n d A
Social-Emotional Learning Skills
This strand focuses on the development of students’ social-emotional learning skills to foster their
overall health and well-being, positive mental health, and ability to learn, build resilience, and thrive.
In all grades of the health and physical education program, the learning related to this strand takes
place in the context of learning related to the Active Living, Movement Competence, and Healthy
Living strands, and it should be assessed and evaluated within these contexts.

OVERALL EXPECTATION
Throughout Grade 4, in order to promote overall health and well-being, positive mental health, and the ability to
learn, build resilience, and thrive, students will:

A1. apply, to the best of their ability, a range of social-emotional learning skills as they
acquire knowledge and skills in connection with the expectations in the Active
Living, Movement Competence, and Healthy Living strands for this grade.

SPECIFIC EXPECTATIONS
Throughout Grade 4, students will, to the best of their ability:

Identification and Management of Emotions*

A1.1 apply skills that help them identify and manage emotions as they participate in learning
experiences in health and physical education, in order to improve their ability to express
their own feelings and understand and respond to the feelings of others (e.g., Active
Living: recognize feelings of happiness or satisfaction when doing physical activities
and keep those feelings in mind when setting goals for fitness and health; Movement
Competence: manage emotions such as frustration or excitement while playing games in
a small group – for example, by identifying that they are frustrated or excited and taking
a breath or a quick time-out in order to moderate their feelings; Healthy Living: identify
new feelings they may experience with the onset of puberty)

* To support program planning, many specific expectations in strands B, C, and D are tagged to indicate the social-
emotional skills that can be integrated into teaching and learning associated with the expectation. The tags are
given in square brackets after the expectation, and use the identifiers A1.1 Emotions, 1.2 Coping, 1.3 Motivation,
1.4 Relationships, 1.5 Self, 1.6 Thinking.

158 HEALTH AND PHYSICAL EDUCATION, 2019 | The Ontario Curriculum, Grades 1–8
Stress Management and Coping*
A1.2 apply skills that help them to recognize sources of stress and to cope with challenges,
including help-seeking behaviours, as they participate in learning experiences in health
and physical education, in order to support the development of personal resilience
(e.g., Active Living: describe how joining a school-wide activity such as an intramural
team or club can help them manage stress and cope with challenges by building social
connections; Movement Competence: choose equipment that provides an appropriate
level of challenge and support to help them succeed in learning or refining a skill; Healthy
Living: describe how knowing about the physical and emotional changes that will come
with puberty can help them cope with those changes when they occur)

Positive Motivation and Perseverance*

A1.3 apply skills that help them develop habits of mind that support positive motivation
and perseverance as they participate in learning experiences in health and physical
education, in order to promote a sense of optimism and hope (e.g., Active Living:
recognize that mental health is an intrinsic factor that can have an impact on motivation
for exertion; Movement Competence: when carrying an object, persevere to find creative
ways to protect and retain the object; Healthy Living: show awareness of their food
choices and habits and persevere in the practice of choosing healthy alternatives)

Healthy Relationships*
A1.4 apply skills that help them build relationships, develop empathy, and communicate
with others as they participate in learning experiences in health and physical educa-
tion, in order to support healthy relationships, a sense of belonging, and respect for
diversity (e.g., Active Living: use encouraging words to support teammates when playing
in small groups, and describe the impact of doing so; Movement Competence: cooperate
with group members to develop a creative movement sequence; Healthy Living: explain
what they can do to avoid saying something in a text or on social media that they wouldn’t
say face to face; identify some of the teachings of First Nations, Métis, or Inuit cultures that
can help them strengthen their own relationships)

Self-Awareness and Sense of Identity*

A1.5 apply skills that help them develop self-awareness and self-confidence as they parti­
cipate in learning experiences in health and physical education, in order to support
the development of a sense of identity and a sense of belonging (e.g., Active Living:
explain what makes them enjoy their favourite activities, and consider what this tells them
about themselves; Movement Competence: identify which skills they perform with the
most confidence and which ones are most difficult for them; Healthy Living: set a healthy
eating goal that meets Canada’s Food Guide recommendations and also suits their own
and their family’s preferences, needs, and circumstances)

Strand A | Social-Emotional Learning Skills | GRADE 4 159

 Critical and Creative Thinking*
A1.6 apply skills that help them think critically and creatively as they participate in learning
experiences in health and physical education, in order to support making connections,
analysing, evaluating, problem solving, and decision making (e.g., Active Living:
think through and apply the steps they will take to avoid injury while participating in a
physical activity; Movement Competence: group different games and activities according
to features that the games/activities have in common; explore different body positions
[arms up or down, body stretched or loose] when doing a log roll to determine which
position works best for keeping the roll straight; Healthy Living: with a classmate,
brainstorm ways of avoiding unhealthy behaviours or situations that make them feel
uncomfortable, and list healthy alternatives)

160 HEALTH AND PHYSICAL EDUCATION, 2019 | The Ontario Curriculum, Grades 1–8
 St r a n d B
Active Living
OVERALL EXPECTATIONS
By the end of Grade 4, students will:

B1. participate actively and regularly in a wide variety of physical activities, and
demonstrate an understanding of how physical activity can be incorporated
into their daily lives;
B2. demonstrate an understanding of the importance of being physically active,
and apply physical fitness concepts and practices that contribute to healthy,
active living;
B3. demonstrate responsibility for their own safety and the safety of others as they
participate in physical activities.

SPECIFIC EXPECTATIONS

B1. Active Participation

By the end of Grade 4, students will:

B1.1 actively participate in a wide variety of program activities (e.g., lead-up and small-group
games, recreational activities, cooperative games, fitness activities, dance activities), accord­
ing to their capabilities, while applying behaviours that enhance their readiness and
ability to take part (e.g., taking the initiative to be involved in the activity, being open to
playing different positions and playing in different groups, respecting others’ ideas and
opinions, encouraging others, speaking kindly, maintaining self-control at all times)
[A1.3 Motivation, 1.5 Self]
B1.2 demonstrate an understanding of factors that contribute to their personal enjoyment
of being active (e.g., knowing rules of etiquette and fair play will be observed, having the
opportunity to think creatively and adapt activities to individual needs or preferences,
being physically and emotionally comfortable in the activities), as they participate in
a wide variety of individual and small-group activities and lead-up games
[A1.3 Motivation, 1.5 Self]

Strand B | Active Living | GRADE 4 161

 Teacher prompt: “How can we make sure that all students have a chance to be active
and participate fully in the game? You want the activity to be not too hard, not too
easy, but just right. Can you work in your group to come up with another activity
that is just right for you and just right for your group? What makes it just right for you
and for your group?”
g g g

Teacher prompt: “Some people like keeping score in activities. In class we usually
don’t. Why not? What are other ways to challenge yourself besides keeping score?”
Student:* “In class we play to have fun and to learn. We don’t want people to be more
worried about points than about playing a good game. Keeping score isn’t necessarily
a bad thing, but not keeping score can help us cooperate and work as a team, and we
can concentrate on using and practising what we have been taught in class. To challenge
yourself, you can focus on how well you are playing or how well the team is playing.”
B1.3 identify factors that motivate participation in physical activity every day at school,
at home, or in their communities (e.g., enjoyment; availability and cost of programs;
proximity and accessibility of facilities such as community centres, lakes, or nature trails;
availability of bike racks; support of family and peer group; cultural relevance of activities)
[A1.2 Coping, 1.3 Motivation, 1.6 Thinking]
Teacher prompt: “What motivates you to be active at school? What motivates you
to be active at home?”
Students: “My friends are joining the new cricket intramural program at lunch. I
want to join too.” “At school, having good music to move to during DPA makes me
want to be active.” “Our environment club at school is making a school garden. I love
being outside, digging in the earth and watching things grow, but I don’t have a chance
to do it at home because I live in an apartment. I am active every day as I help with
digging and watering.” “My friends and I often cycle on the trails near our house. It’s
a lot of fun.” “There is a free drop-in program at our local community centre. I am
allowed to go there after school. It’s fun because anyone can go.” “I enjoy dancing
and playing games at Friendship Centre socials and feasts.”

* Throughout this curriculum, student responses often follow the teacher prompts. They are provided to illustrate
content, and do not attempt to capture the speech patterns, syntax, or word choices typical of students in this grade.

162 HEALTH AND PHYSICAL EDUCATION, 2019 | The Ontario Curriculum, Grades 1–8
B2. Physical Fitness
By the end of Grade 4, students will:

B2.1 Daily physical activity (DPA): participate in moderate to vigorous physical activity,
with appropriate warm-up and cool-down activities, to the best of their ability for a
minimum of twenty minutes each day (e.g., running, wheeling their wheelchair to
music, skipping to music, doing light warm-up aerobic activity before stretching, doing
parachute activities) [A1.3 Motivation, 1.5 Self]
B2.2 identify how different physical activities affect the body and contribute to physical
fitness and good physical and mental health (e.g., dancing and cross-country running
develop cardiorespiratory fitness and endurance, abdominal crunches develop muscular
endurance and/or strength, climbing activities develop muscular strength, yoga develops
flexibility and muscular strength, proper stretching activities develop flexibility and
prevent injury, outdoor physical activity with a friend contributes to both physical and
mental health and provides a sense of belonging) [A1.3 Motivation, 1.6 Thinking]
Teacher prompt: “Today we will spend a good deal of time stretching during the
warm-up and cool-down. However, stretching alone should not be done as a warm-
up to an activity, as you could injure your muscles when they are cold. We will begin
by doing three to five minutes of light walking, running, or wheeling so that our
muscles gradually warm up. We will then slowly stretch each of the major muscles
to get them ready for our fitness routine. Which component of fitness will we be
working on when we do this, and why is it important?”
Student: “We will be working on our flexibility. Good flexibility can reduce the
chance of getting an injury when we are dancing, playing sports, or doing everyday
activities.”
assess their level of exertion during physical activity, using simple self-assessment
B2.3 
techniques (e.g., taking pulse rates before, during, and after taking part in physical
activities; checking how they feel during physical activity), and explain how intrinsic
and extrinsic factors affect the exertion required to perform physical activities
(e.g., intrinsic: level of fitness, state of physical and mental health, energy level; extrinsic:
familiarity with the activity; weather extremes such as heat, humidity, or cold)
[A1.1 Emotions, 1.3 Motivation, 1.5 Self, 1.6 Thinking]
Teacher prompt: “Compare how you feel before doing the DPA activity and after.
What feels different? What affects how you feel when you are being active?”
Student: “I am definitely warmer and more energized after doing DPA. My heart
rate goes up during the activity but goes back to normal fairly quickly after. Lots of
things affect how I feel during DPA. The more fit I am, the easier it is to do. It gets
easier with practice. I have different amounts of energy on different days. If I have
had a good breakfast, a good sleep the night before, and things are going well with

Strand B | Active Living | GRADE 4 163

 my friends and family, I feel better overall and doing DPA feels easier. The temper-
ature of the room also affects how I feel. I like doing DPA in a room that is a bit cool.”
B2.4 develop and act on personal fitness goals based on their interests, self-assessments,
and feelings when participating in physical activity [A1.1 Emotions, 1.3 Motivation,
1.5 Self, 1.6 Thinking]
Teacher prompt: “Now that you have participated in a variety of physical activities
that focus on your heart and lungs, what goals do you want to set that relate to
cardiorespiratory fitness?”
Students: “I want to develop my cardiorespiratory fitness so that I can ride my bike
without stopping for an hour and take part in a charity fundraiser that’s coming up.”
“I want to develop cardiorespiratory fitness so I can push my wheelchair for that
race.”

B3. Safety
By the end of Grade 4, students will:

B3.1 demonstrate behaviours and apply procedures that maximize safety and lessen the
risk of injury, including the risk of concussion, for themselves and others during
physical activity (e.g., cooperating with others, monitoring their own actions and main-
taining control of their bodies and equipment, using equipment such as hula hoops and
playground apparatus appropriately, ensuring all chairs are pushed in before beginning
DPA in the classroom) [A1.4 Relationships, 1.5 Self]
Teacher prompt: “What kinds of things do you need to remember in order to partici-
pate safely in various physical activities?”
Student: “If I’m skipping rope, I need to remember that my personal space is much
larger. I need to make sure that there is enough room between my classmates and me
so that we are not hitting each other with our ropes. If I’m doing activities with a lot
of movement, I need to keep my own movement under control so that I don’t bump
into other people. If I’m playing floor hockey, I need to use my equipment properly.
I should never raise my stick above my waist.”
B3.2 describe common precautions for preventing accidents and injuries, including concus-
sions, while participating in different types of physical activity (e.g., wearing goggles to
protect the eyes when playing badminton, wearing a properly fitting helmet to protect the
head, tucking in drawstrings to avoid catching them on equipment or other players, fasten-
ing all straps on a hockey sledge, staying clear of mud puddles on fields to avoid slipping)
[A1.6 Thinking]
Teacher prompt: “What can you do to prevent a concussion, and to recognize and
respond to a suspected concussion?”

164 HEALTH AND PHYSICAL EDUCATION, 2019 | The Ontario Curriculum, Grades 1–8
Student: “To prevent a concussion, I can be aware of the environment we are playing
in and make sure there is nothing that I might trip over or slip on, and inform an adult
if I think there is something unsafe. When I’m using the stairs, I can make sure to hold
the handrail. I’ve learned that it’s very important to wear a helmet that fits properly
when I play a sport like hockey or participate in activities such as skateboarding or
cycling, because it will minimize the chance of a skull fracture or a brain bleed.
However, I understand that wearing a helmet will not prevent a concussion. To rec-
ognize a concussion, I need to be aware of the signs and symptoms. Then I might be
able to identify them in myself or speak up for a classmate, and I can tell an adult that
I suspect a concussion.”

Strand B | Active Living | GRADE 4 165

 St r a n d C
Movement Competence:
Skills, Concepts, and Strategies
OVERALL EXPECTATIONS
By the end of Grade 4, students will:

C1. perform movement skills, demonstrating an understanding of the basic

requirements of the skills and applying movement concepts as appropriate,
as they engage in a variety of physical activities;
C2. apply movement strategies appropriately, demonstrating an understanding
of the components of a variety of physical activities, in order to enhance their
ability to participate successfully in those activities.

SPECIFIC EXPECTATIONS

C1. Movement Skills and Concepts

By the end of Grade 4, students will:

C1.1 perform a variety of controlled static balances and transitions between balances,
using a variety of body parts and shapes, at different levels, individually, and with
partners and equipment (e.g., balance on a bench; balance with abdomen on an exercise
ball; perform a four-point, three-point, and two-point balance, with weight on hands;
stretch to hold a balance while reaching up while their partner holds a balance at a
medium level) [A1.4 Relationships, 1.5 Self]
Teacher prompt: “When balancing with a partner, you can create different shapes
when you are supporting each other. You can also create interesting balances together
when each person is balancing on their own, for example, with one person in a high
shape and one person in a low shape. With a partner, create a balance where a total
of three body parts between you are touching the ground. How many different
three-point balances can you come up with?”

166 HEALTH AND PHYSICAL EDUCATION, 2019 | The Ontario Curriculum, Grades 1–8
 Student: “We can balance with my hands on the ground and one of my partner’s feet
on the ground. We can balance with me on my buttocks and my partner on both feet.
We can balance with me on one hand and one foot and my partner on just one foot.”
g g g

Teacher prompt: “Check your body position in your plank balance. Make sure your
back is straight and your hips are not up in the air or sagging low.”
C1.2 demonstrate the ability to jump and land, in control, from a low height (e.g., jump off
a bench and land in a stable position) [A1.5 Self]
Teacher prompt: “To have a stable and safe landing, you need to lower your centre
of gravity and have a wide base of support. Check your position. Are your arms out,
head up, feet shoulder-width apart, and knees bent? Did you make a soft landing on
your feet? Pretend there are bells tied to your shoes, and when you land, you want to
land gently enough so you don’t hear them.”
C1.3 perform different combinations of locomotor movements with and without equipment,
alone and with others, moving at different speeds and levels, using different pathways,
and going in different directions (e.g., travel under, over, around, and through equipment
in an obstacle course; hop and skip in a zigzag pattern, following a specific rhythm; run
and leap over a line; use different levels while performing folk, cultural, and creative dances;
perform t’ai chi or yoga movements slowly and at a moderate pace; wheel their wheelchair
through an obstacle course, turn, and wheel back) [A1.4 Relationships, 1.5 Self]
Teacher prompt: “Create a movement sequence. Use a combination of different
speeds, directions, pathways, and levels. Make sure to consider how you will transi-
tion smoothly from one action to the next.”
C1.4 send and receive objects of a variety of shapes and sizes at different levels and speeds,
using different body parts and equipment, while applying basic principles of movement
(e.g., balance on the balls of their feet to be ready to move when receiving; step forward with
the opposite foot and use the whole body when throwing a ball to achieve maximum force;
use a scoop to explore different ways of catching a ball or beanbag; perform underhand and
overhand throws with their dominant and non-dominant hands while keeping their eyes on
the target; kick or trap a ball at various heights while remaining aware of their surroundings;
move their feet and transfer their weight backwards to absorb force when receiving; move
arms or legs faster to send with more force; toss and catch scarves in front of their bodies,
following a simple pattern, when learning to juggle) [A1.3 Motivation, 1.5 Self]
Teacher prompt: “What do you do when you strike a beach ball in order to get it to
your partner?”
Students: “I point my striking hand at my partner to help direct the ball where I want
it to go.” “I use a wheelchair. I need to position my wheelchair to face my partner before
I hit the beach ball. I also need to position it to suit my strength – I might have to

Strand C | Movement Competence: Skills, Concepts, and Strategies | GRADE 4 167

 move it closer to my partner to make sure the beach ball reaches them.” “I am visually
impaired. I ask my partner to clap his hands or make a noise to help show me where
to send the ball.”
C1.5 retain objects of various shapes and sizes in different ways, using different body parts,
with and without equipment, while moving around others and equipment (e.g., hold
a rubber ring close to their body while running; bounce and cradle a ball while pivoting
during a rhythmic gymnastics routine; practise keeping their head up while dribbling a
ball between pylons or people with their dominant and non-dominant hand and foot;
keep a basketball on their lap while wheeling in a straight line; carry a ball in a scoop
from one end of the gym to the other while avoiding contact with others) [A1.3 Motivation,
1.5 Self]
Teacher prompt: “When you are travelling down the field with your stick and ball,
be sure to keep your head up and plan your route to avoid contact with others and
with equipment.”

C2. Movement Strategies

By the end of Grade 4, students will:

C2.1 demonstrate an understanding of the basic components of physical activities (e.g.,

movement skills, game structures, basic rules and guidelines, conventions of fair play and
etiquette), and apply this understanding as they participate in a variety of physical
activities (e.g., lead-up games such as two-on-two soccer, beach-ball volleyball, and
small-group keep-away; recreational activities such as scooter-board activities, hula hoop
challenges, and throwing and catching a disc; cooperative games, such as keep-it-up, team
monster walk, and group juggling; fitness activities such as circuits, running, and flexibility
exercises; dance activities such as creative movement, folk dance, and First Nations, Métis,
and Inuit dances*) [A1.1 Emotions, 1.4 Relationships, 1.6 Thinking]
Teacher prompt: “When your group of three is creating a dance movement sequence,
what do you need to do to cooperate to create the sequence? What movement skills
and concepts do you need to know to do this?”
Student: “To cooperate, we need to respect the abilities of all the group members
and choose activities that everyone can do. Different people can do different moves,
depending on their abilities. We may have to compromise about what we include,
so that everyone agrees on the parts of the movement sequence. We need time to
listen to one another, share ideas, and practise together. To put together interesting
routines, we need to use our balancing skills and our understanding of how to move

* When including culturally based dances of Indigenous communities, educators should consult with members
of the cultural community to ensure that the dances may be used and that any protocols related to their use are
being observed.

168 HEALTH AND PHYSICAL EDUCATION, 2019 | The Ontario Curriculum, Grades 1–8
 in different ways, and also consider how and where our bodies move and how we
interact with others.”
g g g

Teacher prompt: “When setting up a game of two-on-two keep-away, what rules do

you need to agree to as a group?”
Student: “We need to agree on the equipment we will use and the boundaries, and
then on any rules we decide to add, like number of passes, number of steps you can
take with the ball, or number of seconds you can hold the ball.”
C2.2 identify common features of specific categories of physical activities (e.g., individual,
target, net/wall, striking/fielding, territory), and identify common strategies and tactics
that they found effective while participating in a variety of physical activities in
different categories [A1.6 Thinking]
Teacher prompt: “Games and activities can be grouped into categories that have
similar characteristics. You can use similar strategies and transfer learning from one
activity to another in the same category. For example, think of some individual activ-
ities that have commonalities. What common strategies might you use in activities
like dance, figure skating, diving, and synchronized swimming to refine your move-
ments and develop body control?”
Student: “In all of those activities, you need to have good control of your body as you
move. I could work on improving my core muscle strength and body control. I could
also get feedback from others and experiment with different pieces of the sequence
to get new and creative ideas. I can practise the full sequence so that I can move more
smoothly from one body position to the next.”
g g g

Teacher prompt: “The target games of curling, golf, bocce, horseshoes, lawn bowling,
bowling, archery, and blind curling all emphasize accuracy and control as you try to
get an object as close as possible to a target. What similar strategies might you use in
some or all of these activities?”
Student: “In all of these games, you have to plan the path to the target. In some of
the games, if you are playing against someone else, you can use equipment, such as
your ball, rock, or beanbag, to block your opponent’s path to the target.”
C2.3 apply a variety of tactical solutions to increase their chances of success as they par-
ticipate in physical activities (e.g., individual activities: establish a breathing rhythm
when swimming, use a video showing tricks and moves with a skipping rope to learn how
to break down a new move into simpler steps; target activities: choose a larger target for
optimal success; net/wall activities: assume a ready position that will allow them to be
ready to move in a variety of directions to defend a space; striking/fielding activities:
throw or kick the ball away from fielders; territory activities: help their team keep

Strand C | Movement Competence: Skills, Concepts, and Strategies | GRADE 4 169

 possession of the ball by making short passes to teammates in a keep-away game or
by changing directions quickly when dribbling a basketball) [A1.2 Coping,
1.4 Relationships, 1.6 Thinking]*
Teacher prompt: “Why is it important to be on the balls of your feet and ready to
move in a net/wall activity?”
Student: “In net/wall activities, you need to be ready to move quickly if the ball
comes near you. If you have your feet moving or are on the balls of your feet, you are
always ready to react quickly.”
g g g

Teacher prompt: “Is it a good idea to hit the object to one place all the time in a
striking/fielding activity?”
Student: “In striking and fielding activities, it is best to hit the ball to different
places in order to keep the other team guessing.”

* Critical and creative thinking skills and processes are involved in choosing or devising tactical solutions at any age.
However, the focus of social-emotional learning skill development shifts with the student’s stage of development,
and this shift may be evident in the context of applying tactical solutions. Students in Grades 1–3 may be focusing
on identifying and managing emotions and learning about themselves; students in Grades 4–6 may be ready to
strengthen skills for interacting with others, persevering, and coping with challenges (e.g., showing respect and
understanding of game etiquette by remaining quiet while opponents take their turn in bocce; cooperating with others to
get a ball over a net by striking the ball so others can hit it and moving into position to hit the ball; communicating with
teammates; moving with an awareness of others in the same space); and students in Grades 7 and 8 may be prepared
to focus on deepening thinking skills and their understanding of themselves and others.

170 HEALTH AND PHYSICAL EDUCATION, 2019 | The Ontario Curriculum, Grades 1–8
 St r a n d D
Healthy Living
Instruction should focus on the overall expectation (D1, D2, D3 in the chart below) and should, where
possible, be planned to illustrate connections across topics (listed in column 1) in an integrated way.
The chart provides a brief summary of topics to support learning about health concepts, making
healthy choices, and making connections for healthy living.

HEALTHY LIVING LEARNING SUMMARY BY TOPIC FOR GRADE 4

Topic D1. Understanding D2. Making D3. Making Connections

Health Concepts Healthy Choices for Healthy Living

Healthy Eating D1.1 Nutrients D2.1 Personal eating habits D3.1 Healthier eating in
various settings

Personal Safety D1.2 Safe use of technology D2.2 Decision making –

and Injury D1.3 Bullying, abuse, and assessing risk
Prevention non-consensual behaviour

Substance Use, D1.4 Tobacco and vaping D2.3 Decisions about D3.2 Short- and long-term
Addictions, and smoking and vaping effects of smoking and
Related Behaviours vaping

Human D1.5 Puberty – changes; D2.4 Puberty – personal

Development emotional, social impact hygiene and care
and Sexual Health

Mental Health D2.5 Healthy choices to D3.3 Stress management

Literacy support mental health (cognitive, behavioural)

OVERALL EXPECTATIONS
By the end of Grade 4, students will:

D1. demonstrate an understanding of factors that contribute to healthy development;

D2. demonstrate the ability to apply health knowledge and social-emotional learning
skills to make reasoned decisions and take appropriate actions relating to their
personal health and well-being;
D3. demonstrate the ability to make connections that relate to health and well-being –
how their choices and behaviours affect both themselves and others, and how
factors in the world around them affect their own and others’ health and
well-being.

Strand D | Healthy Living | GRADE 4 171

 SPECIFIC EXPECTATIONS

D1. Understanding Health Concepts

By the end of Grade 4, students will:

Healthy Eating
D1.1 identify the key nutrients (e.g., fat, carbohydrates, protein, vitamins, minerals) provided
by foods and beverages, and describe their importance for growth, mental and physical
health, learning, and physical performance [A1.6 Thinking]
Teacher prompt: “Report what you found from your research about nutrients.”
Students: “You can get calcium, which is important for healthy bones and teeth, from a
wide variety of food sources, such as milk or a fortified soy beverage; dairy products
like yogurt and cheese with reduced fat and sodium; dark leafy greens; beans or lentils;
and sardines or canned salmon.” “Whole grains are a good source of carbohydrates
and fibre. Carbohydrates give you energy. Fibre-rich foods help you feel full and
satisfied, help your bowels function normally, and help reduce the risk of heart disease
later in life. Grain products that are lower in saturated fat, sugar, and salt are best.
Choose whole grains, like oatmeal or whole-grain pasta, when possible, because
whole grains have more fibre and have not lost nutrients through processing.”

Personal Safety and Injury Prevention

D1.2 identify risks associated with the use of communications technology, including
Internet use, texting, and gaming (e.g., difficulty developing healthy interpersonal
skills and relationships offline; spending too much time online and not enough with family
and friends; exposure to online predators; experiencing social isolation, depressed mood,
preoccupation with comparing themselves to others and seeking validation, unhealthy
sleeping patterns, and other risks to mental health), and describe precautions and
strategies for using these technologies safely [A1.4 Relationships, 1.6 Thinking]
Teacher prompt: “There are many benefits to the prevalence of the Internet and cell
phones, including a great increase in our ability to get and share information and to
communicate and collaborate with each other. But with these benefits come risks and
potential dangers as well, such as exposure to people who ask you for sexual pictures
or want you to share personal information. It is helpful to have frequent conversations
with a parent or trusted adult about how to use the Internet and their smart phone
in order to stay safe. Too much time spent on social media, playing online games,
or on our phones is not good for our health and well-being if it interferes with other
important parts of our life, like spending time in person with family and friends or
getting school work done. What are some things you should do to use this technology
safely and in a way that supports your mental health? How can you get help if you get
into trouble?”

172 HEALTH AND PHYSICAL EDUCATION, 2019 | The Ontario Curriculum, Grades 1–8
 Students: “I should make sure that a parent or trusted adult knows what I am doing
when I’m using any digital device, so I have someone there who can help, if needed.
When I can, I should use a computer in a shared space, like a kitchen, living room, or
library, instead of alone in my bedroom. I shouldn’t share my password or personal
information, like my phone number, the school I go to, or my address.” “I try to limit
the amount of time I spend gaming, texting, watching videos, or surfing the Internet,
because I know it’s healthier to spend time with people in person or to be outdoors.
It’s easy to lose track and spend too much time alone.” “Sometimes I feel bad because
my friends’ posts get so many more likes than mine do. Getting away from social
media for a while usually helps me feel better.” “I should be aware that things are not
always as they seem in the virtual world, and people are not always who they say they
are. So, if someone asks me to open an attachment or click on a link, I should not do
it. Instead, I should close and delete the message right away, without responding. If
anyone asks me to move to a chat room or a website when I’m online, I will check
first with a parent or trusted adult. If something makes me feel uncomfortable, con-
fused, or unsafe, I should stop right away and tell an adult instead of trying to solve
the problem online. I should also help my friends by reminding them of these tips.”

D1.3 describe various types of bullying, abuse, and other non-consensual behaviour (e.g.,
social, emotional, physical, verbal), including cyberbullying (e.g., via social media, apps,
e-mail, text messaging, chat rooms, websites), and identify the impacts they can have and
appropriate ways of responding [A1.1 Emotions, 1.2 Coping]
Teacher prompt: “What is an example of social bullying? Physical bullying? Verbal
bullying? Is one type of bullying any more or less hurtful than another?”
Student: “Social bullying could include leaving someone out of the group, refusing
to be someone’s partner, spreading rumours in person or online, sharing someone’s
personal information or photos without their consent, or totally ignoring someone.
Physical bullying could include pushing someone, pulling their hair, or knocking
them down. No one should touch another person without their consent. Verbal
bullying could include name calling, mocking, teasing about ability or appearance,
including weight, size, or clothing, and making sexist or racist comments in person
or online. When any type of bullying is used to target someone because of who they
are – their ethnocultural background, gender, abilities, or socio-economic status –
then it is also an example of identity-based bullying. If a person tells someone to stop
whatever they are doing, they should stop. Any of these kinds of bullying could cause
emotional pain. Social or emotional bullying is more difficult to see but it can be just
as hurtful, or even worse.”
g g g

Teacher prompt: “In cases of abuse, it is not uncommon for the person being abused
to know the person who is abusing them. Also, the person being abused does not
always recognize that they are being abused. If a friend told you that they had a

Strand D | Healthy Living | GRADE 4 173

 secret and that someone in their family was screaming at them a lot, hitting them,
touching them inappropriately, or doing something else abusive, how could you
help?”
Student: “I would tell my friend to tell an adult that they trust and, if necessary, keep
telling other adults, until they get help, because it can be unsafe to keep these kinds
of things secret. Along the way, I would listen and be there to support my friend.”
g g g

Teacher prompt: “If you are a bystander to cyberbullying, what can you do?”
Student: “I can stand up for the person who is being bullied online. I can tell the
person to get offline and try to help them get help. I can tell an adult I trust.”

Substance Use, Addictions, and Related Behaviours

D1.4 identify substances (e.g., nicotine, carbon monoxide, tar) found in tobacco* and vaping
products (e.g., cigarettes, e-cigarettes, cigars, pipe tobacco, chewing tobacco, snuff) and
smoke, and describe their effects on health
Teacher prompt: “What are the dangers of nicotine? What are the dangers of tar?”
Student: “Nicotine is very addictive and is absorbed quickly into your body. The
craving for nicotine can make a person very uncomfortable, and that can be stressful.
Tobacco smoke contains tar, which has chemicals that can cause cancer and other ill-
nesses. Tar is made up of thousands of harmful chemicals, and when it is inhaled it
can form a sticky layer on the inside of the lungs.”

Human Development and Sexual Health

D1.5 describe the physical changes that occur at puberty (e.g., growth of body hair, breast
development, changes in voice and body size, production of body odour, skin changes) and
the emotional and social impacts that may result from these changes [A1.1 Emotions,
1.2 Coping, 1.4 Relationships]
Teacher prompt: “During puberty, our bodies undergo many changes. Everyone
experiences these changes at different rates and at different times. Increases in weight
and body fat are normal. Sometimes it is hard to get used to the changes that are
happening so quickly. Feelings can be much more intense. What are some of the
feelings you might have as you start to experience changes with with puberty, and
how can you manage them?”

* This expectation focuses on understanding that smoking commercial tobacco products is a detriment to health.
It does not refer to the ceremonial use of natural tobacco in First Nations and Métis cultures.

174 HEALTH AND PHYSICAL EDUCATION, 2019 | The Ontario Curriculum, Grades 1–8
 Student: “Excitement, happiness, embarrassment, confusion, and fear are some of
the feelings I might have. It is sometimes hard to recognize what I am feeling and
why things feel different. I know that all of this is a part of growing up. I try to notice
what I’m feeling and what is happening, and that helps. I can ask questions, talk with
a friend, parent, or trusted adult, and get help if I need it. I can also use some of the
strategies that I’ve been learning for taking care of my physical and mental health,
such as being physically active.”
g g g

Teacher prompt: “What can change socially as you start to develop physically?”
Student: “Relationships with friends can change, because sometimes people start
being interested in different things at different times. Some people start ‘liking’
others. They want to be more than ‘just friends’ and become interested in going
out. Sometimes people treat you as if you are older than you actually are because of
how you look, but you should be treated in an age-appropriate and respectful way.
Sometimes classmates, friends, or family make comments or tease you about the
changes. That’s not okay.”
g g g

Teacher prompt: “Some cultures have traditions associated with puberty that mark
the transition from childhood to adulthood. Can you give me some examples of
these?”
Student: “In Judaism, a bar mitzvah or bat mitzvah is celebrated at age thirteen,
when a person comes of age, according to religious law, and can now participate as
an adult in the religious life of the community. Many Indigenous communities have
rites of passage that signal that an adolescent is ready to take on an adult role in
society.”

D2. Making Healthy Choices

By the end of Grade 4, students will:

Healthy Eating
D2.1 identify personal eating habits through self-monitoring over time, and set a goal for
developing healthier eating habits, on the basis of the recommendations and guide-
lines in Canada’s Food Guides (e.g., make water their drink of choice; eat plenty of
vegetables and fruits; eat meals with others; help with food shopping and meal prepara-
tion at home; trap, fish, hunt, harvest, and cultivate food) [A1.3 Motivation, 1.5 Self,
1.6 Thinking]
Teacher prompt: “When setting your goal for developing healthier eating habits,
what do you need to do to ensure that you accomplish your goal?”

Strand D | Healthy Living | GRADE 4 175

 Student: “I need to keep track of where I start and how I am doing. I need to have a
plan. I can help to accomplish my goal by talking with my family about healthy eating,
learning how to cook simple meals, helping with making my lunch, and trying to eat
with friends or family whenever I can.”
g g g

Teacher prompt: “Being aware of your eating habits is important. As a Grade 4

student, you don’t always have control over what you eat, but you can do your best
to make informed choices to develop healthier personal eating habits. For example,
you can make water your drink of choice, if possible. However, healthy eating is
about more than just the foods you eat; it is also about where, when, why, and how
you eat. Describe a recent eating experience and identify what you might have done
to make it healthier.”
Student: “I ate a variety of healthy foods, but I ate alone on the couch while watching
television and I didn’t really pay attention to the food I was eating. I can be more mind-
ful of my eating habits and take more time to eat, notice when I am hungry or full, get
involved in planning and preparing meals, and really enjoy my food.”

Personal Safety and Injury Prevention

D2.2 apply a decision-making process (e.g., identify potential dangers and risks, consider ways
to stay safe, consider the pros and cons of each option, consider whether they need to check
with an adult, choose the safest option, act, reflect on their decision, consider whether there
is anything they could improve for next time) to assess risks and make safe decisions in
a variety of situations (e.g., when using a wheelchair, cycling, preparing food, going online)
[A1.2 Coping, 1.6 Thinking]
Teacher prompt: “What safety considerations do you need to think about when you
go online? Who can help you make safe decisions?”
Student: “I need to remember that the information I find online may not be true,
or that it may only show one point of view. The Internet may show or tell me things
that are unhealthy, unsafe, or against the law. I need to check anything I find before
I believe, repeat, or forward it. I should not share any of my personal information
online – for example, my age, my phone number, or where I live. I should not give
financial information to anyone online. I know that information about my online
behaviour, such as playing games, sharing pictures, or sending texts, can remain
recorded for years, and may have consequences in the future, so I am very careful
about what I do online. I respect the privacy of my peers by not posting or sharing
videos of them without their consent. If someone asks me for any personal informa-
tion or a personal photo, I should not respond, and I should tell a parent or trusted
adult about what happened.”

176 HEALTH AND PHYSICAL EDUCATION, 2019 | The Ontario Curriculum, Grades 1–8
 Teacher: “How can you identify whether a website is unsafe?”
Student: “I need to realize that some websites are unsafe. They can be unsafe if they
are asking for personal information or have pop-ups or links that lead to unexpected
sites. Some websites are unsafe because they have very negative information, show
violence, promote hate, or have images that make me feel confused or uncomfortable.
Some websites encourage users to engage in scams or other illegal activities. If I’m
not sure, I should ask a parent or trusted adult to guide me to the best sites, and always
let them know about the sites I visit.”
g g g

Teacher prompt: “What safety considerations do you need to think about when you
make a snack after school?”
Student: “I need to think about whether food that needs refrigeration has been kept
cold and whether my hands, work surfaces, and utensils are clean. I also need to be
sure that I know how to use the appliances and utensils safely.”
g g g

Teacher prompt: “Before riding your bike to school, what do you need to think about
and what do you need to do to be safe?”
Student: “I should think about what I need to have and how to stay safe. Do I have a
helmet that fits right and that’s properly fastened? Do I need to take any precautions
because of the weather? What routes can I take, and how much traffic is there on
them? How will I carry my books and lunch? Will I be riding with anyone else, and
should we ride side by side or in a line? What is my plan if there is a problem, like a
crash, or if something breaks on my bike?”

Substance Use, Addictions, and Related Behaviours

D2.3 demonstrate the ability to make and support healthy, informed choices about smoking
and vaping, using their understanding of factors that affect decisions about smoking and
vaping and a variety of social-emotional learning skills (e.g., applying decision-making,
assertiveness, and refusal skills; considering alternative coping strategies for stressful
situations; thinking in advance about values, cultural beliefs, and personal choices; identi-
fying the pros and cons of both making a change and not making a change; being aware of
peer pressure; avoiding situations where people will be smoking or vaping; using conversa-
tional strategies, such as saying no strongly and clearly, giving reasons, changing the topic,
making a joke, asking a question) [A1.2 Coping, 1.4 Relationships, 1.6 Thinking]
Teacher prompt: “What are some examples of things that might influence someone
to smoke or vape or not to smoke or vape?”
Student: “Kids might be more likely to try smoking or vaping if their friends and
family members smoke or vape, or if someone dares them to try, or if it is easy for

Strand D | Healthy Living | GRADE 4 177

 them to get the products. They might be less likely to try smoking or vaping if it’s
harder to get the products because of legal age requirements or if they know
someone who got cancer or emphysema from smoking.”
g g g

Teacher prompt: “How is tobacco used traditionally in First Nations and Métis
societies? What is the difference between the spiritual or sacred use of tobacco in
First Nations and Métis cultures and the recreational use of commercially produced
tobacco?”
Student: “Among some First Nations and the Métis, tobacco is often used in cere-
monies connected to cleansing and communicating with the spirit world. In these
cultures, tobacco is one of many sacred medicines, and is often used with three other
sacred medicines – cedar, sage, and sweetgrass. In its original form, tobacco has a
spiritual purpose. The tobacco used in cigarettes and cigars is harmful to our health
and not connected to spirituality.”

Human Development and Sexual Health

D2.4 demonstrate an understanding of personal care needs and the application of personal
hygienic practices associated with the onset of puberty (e.g., increased importance of
regular bathing/showering and regular clothing changes; use of hygiene products; continuing
importance of regular hygiene practices, including hand washing, oral health care, and
care of prosthetic devices and residual limbs) [A1.5 Self]
Teacher prompt: “Why is it important to shower and change clothes more often as
you approach puberty? What other things do you need to think about?”
Student: “As our bodies change, we perspire more. We should also be aware of
spreading germs, and avoid sharing hats, lip gloss, hairbrushes, drinks, or towels.”

Mental Health Literacy

D2.5 demonstrate an understanding of how choices they make every day can have a positive
impact on their mental health (e.g., taking time to identify what they are feeling [doing a
“self check-in” regarding feelings]; getting adequate sleep; engaging in genuine, face-to-face
social interaction; being physically active; using mindfulness strategies; having connections
to responsible, caring adults; taking part in something “bigger” than themselves that
involves giving back to the community) [A1.2 Coping, 1.5 Self, 1.6 Thinking]
Teacher prompt: “We have talked a lot about healthy choices related to things like
healthy eating habits, staying safe, healthy development, and avoiding vaping, smoking,
and substance use. Since mental health is a big part of overall health, all our healthy
choices also keep us mentally healthy. There are some other things that we can do
to take care of our mental health, and we get better at doing them over time, with

178 HEALTH AND PHYSICAL EDUCATION, 2019 | The Ontario Curriculum, Grades 1–8
 practice and support from others. What are some of the things you can do every
day to take care of yourself, mentally?”
Student: “Just being aware of your mental health and your feelings is a good start.
By paying attention to how you’re feeling, understanding how different things can
make you feel, you can be prepared for ups and downs. You can think about how to
help yourself or get help from someone else when you need to. Different people do
different things to take care of themselves. I think physical activity helps everyone,
but for some people, a game of hockey might help, and for others, it might be a quiet
walk. For some people, deep breathing is a strategy that might help. For others, talking
with a friend or using an app that helps with mindfulness or doing something creative,
like drawing, is what might make a difference.”

D3. Making Connections for Healthy Living

By the end of Grade 4, students will:

Healthy Eating
D3.1 identify ways of promoting healthier eating habits in a variety of settings and situations
(e.g., school, arena, recreation centre, stores, food courts, special events; when camping,
having a snack or meal at a friend’s house, eating on weekends versus weekdays)
[A1.6 Thinking]
Teacher prompt: “Our school is a healthy school, and we have a breakfast program
and a snack program. How do these programs affect people’s eating habits? How can
the programs promote healthier eating habits?”
Student: “The programs give us an opportunity to regularly eat breakfast and offer
healthy foods to choose from. They give all the students a chance to prepare and try
different kinds of healthy foods that they might not otherwise have and provide an
environment to enjoy our healthy food with others. To promote healthier eating
habits, there could be a suggestion box where we can submit ideas for healthy food
to be included as part of the program.”
g g g

Teacher prompt: “If you had to go directly to a lesson or practice after school, what
could you prepare ahead of time for a snack that would be healthy and give you sus-
tained energy?”
Student: “I could cut up vegetables and fruit, prepare a snack-sized portion of lower-
fat and lower-sodium cheese, or bring a small container of whole-grain crackers or
cereal from home. If I buy a snack, I need to think about what would be the healthiest
choice from what is available.”
g g g

Strand D | Healthy Living | GRADE 4 179

 Teacher prompt: “What kinds of things might you consider before inviting a friend
to your home for a meal or a sleepover?”
Student: “I would ask if my friend has any food allergies or food sensitivities or if they
cannot eat certain foods for religious or cultural reasons and make sure my parents
know about these. We could also prepare our snacks together, with this information
in mind.”

Substance Use, Addictions, and Related Behaviours

D3.2 describe the short- and long-term effects of first- and second-hand smoke on smokers
and on people around them, and the effects of vaping
Teacher prompt: “What are some effects of smoking?”
Student: “Some of the short-term effects can include bad breath and bad clothing
and hair odours, and possibly some problems with family and friends, like arguments
with parents. Young people who smoke are more likely to try other drugs. Longer-
term effects can include addiction, yellow teeth, getting out of breath easily, reduced
energy and activity levels, respiratory diseases, and lung or oral cancer. Second-hand
smoke makes the air unpleasant to breathe and makes clothing smell. Over the long
term, exposure to second-hand smoke increases a person’s risk of getting lung cancer
or other respiratory diseases.”
g g g

Teacher prompt: “Vaping is not intended for youth or non-smokers. What are some
effects of vaping?”
Student: “Vaping is not harmless. Some of the short-term effects on those who vape
can include exposure to harmful chemicals, including varying levels of nicotine.
Non-smokers who vape can develop a nicotine addiction. Other long-term effects
of inhaling the substances used in vaping products are still unknown and continue
to be researched.”

Mental Health Literacy

D3.3 demonstrate an understanding of different strategies they can use to manage stress
in situations in which they have some control (e.g., peer relationships, maintaining
life balance), as well as to adapt to challenging situations over which they have less
immediate influence (e.g., moving to a new home, family stresses, environmental stresses)
[A1.2 Coping, 1.6 Thinking]
Teacher prompt: “Stress is something your body feels when you are worried or
uncomfortable about something. It is a part of life, and there are times when stress
can be helpful and give you energy or motivation. Being aware of our thoughts and
feelings helps us to decide what we can do to support ourselves at challenging times,

180 HEALTH AND PHYSICAL EDUCATION, 2019 | The Ontario Curriculum, Grades 1–8
both when we have some control or influence over what is causing the stress and
when we don’t. Different strategies work in different situations. What are some
strategies you might use in stressful situations where you have some control?”
Student: “Getting my school work done when I also have a lot of other things to do
outside of school, like playing sports or spending time with my friends, is a situation
where I may feel stressed but I have some control. I could get help with organizing
my time and figuring out when to get things done. I could also talk with my teachers
about how I’m feeling.”
Teacher: “Now, can you give an example of a situation where you might have less
influence over what is creating the stress?”
Student: “If I were feeling stressed and sad because my friend was moving, I wouldn’t
be able to change what was happening, but I would be able to help myself by writing
about my feelings in my journal or finding someone to talk with about my feelings.
I might find a way to stay in touch with my friend. I would still feel sad, but all of
these things could help me feel a bit better.”

Strand D | Healthy Living | GRADE 4 181

Ministry of Education

The Ontario Curriculum

Grades 1-8

Native Languages

2001
Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Achievement Levels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Strands in the Native Language Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Curriculum Expectations for Grades 1 to 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Explanatory Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Une publication équivalente est disponible en français sous le

titre suivant : Le curriculum de l’Ontario, de la 1re à la 8e année –
Langues autochtones, 2001.
This publication is available on the Ministry of Education
website at http://www.edu.gov.on.ca.
Introduction

The Native language program for Grades 1 to 8 has been designed to provide a dynamic and
challenging curriculum. It has been developed to provide: (a) a general understanding of the
nature and function of language, which will serve as the basis for the development of Native
language skills; (b) a foundation of language knowledge and skills in the Native language
under study that will enable students to communicate in the Native language; and (c) an
understanding and appreciation of the Native language as an expression of a distinctive culture.
The ultimate goal of the Native language program is to inspire Native students with pride in
their ancestral language and to motivate them to use it to communicate in their daily lives – to
use it, in other words, as a living language that is part of a living culture.

The Place of Native Languages in the Curriculum

Language carries within it the spirit, culture, history, and philosophy of a people; it reveals
how they think and how they view the world. In short, language both defines and reflects the
particular attitudes and values of a people. Language, moreover, is the principal means by
which culture is preserved and transmitted from one generation to another. First Nation
communities are concerned that their languages and cultures are being lost; in some areas of
the province, many of the younger generation can no longer speak or understand their ances-
tral language. The establishment of Native language programs in Ontario schools is therefore
an important step towards reclaiming and revitalizing Native languages.

Although no study has as yet been undertaken to assess the long-term effects of Native students’
exposure to their languages and cultures, a link has been established between students’ self-
image and their success as learners. Since the study of their own language and culture will
strengthen Native students’ sense of self, both as individuals and as members of a culture with
distinctive and relevant traditions, there is every reason to expect that Native students enrolled
in Native language courses will be better motivated to learn and to put the kind of effort into
their school work that leads to success.

The Native language program in elementary schools in Ontario is not intended exclusively for
Native students from First Nation communities. The program is open to all Native and non-
Native students who want to learn a Native language and develop a better understanding of
the culture of which that language forms part. Non-Native students enrolled in Native lan-
guage programs will enjoy the benefits of cross-cultural education. By learning about a culture
that is different from their own, they will both expand and enrich their view of the world and
gain a better understanding of their own culture. At the same time, they will develop a deeper
appreciation of and respect for the identity, rights, and values of others.

4
 The Purpose of The Ontario Curriculum, Grades 1–8: Native Languages, 2001
This document sets out the minimum expectations that students enrolled in Native language
programs are required to achieve in each grade from Grade 1 to Grade 8. It also provides a list
of language elements for each grade. The language elements introduced in one grade are
broadened or reinforced in subsequent years, thus permitting a steady growth of knowledge
and skills from grade to grade.

This document supersedes Native Languages, Part A: Policy and Program Considerations; Primary,
Junior, Intermediate, and Senior Divisions, 1987. All Native language programs in Grades 1 to 8
will be based on the curriculum expectations outlined in this document.

Policies Relating to Native Language Programs

According to current policy pertaining to elementary school Core French (FSL), all students
entering Grade 4 must receive French instruction in every year from Grade 4 to Grade 8.
However, policy pertaining to the relationship between FSL and Native language programs
states that students are to be exempted from the FSL program if their parents1 decide, after
consultation with the principal, that it is in their best interests not to receive French instruc-
tion. In elementary schools where the parents or guardians want their children to participate
in both a Native language program and an FSL program, principals will have to make arrange-
ments to accommodate both language programs.

The Native language program comprises expectations that students are to achieve in each
grade from Grade 1 to Grade 8. However, school boards may choose to design their programs
in such a way that students can enter them in Grade 4 rather than Grade 1. Boards that choose
to start their programs at Grade 4 must ensure that students are given the opportunity to
achieve all of the expectations outlined in this document by Grade 8.

All Native language programs are to be offered during the school day. A minimum of 20 min-
utes should be allocated to the program per day in Grades 1, 2, and 3, and 40 minutes should
be allocated per day in Grades 4 to 8.

When a school board decides to offer a Native language program at the elementary level, it
should take into account that the program must be offered through to the end of secondary
school.

The Native language program may be offered in any of the following languages: Cayuga,
Cree, Delaware, Mohawk, Ojibwe, Oji-Cree, and Oneida.

The Aims of the Native Language Program

The principal aims of the Native language program – the development of language skills and
the development of cultural awareness – are inseparable. Cultures vary in the way they view
different aspects of life as well as in the ways in which they express ideas and feelings about
these aspects of life. Learning a language, therefore, involves discovering a culture’s distinctive
forms of expression. The Native language program develops an understanding of the nature of
language, basic communication skills in Native languages, and an appreciation of Native cul-
tures in Canada and the rest of North America.

1. The word parents, as used in this document, includes both parent(s) and guardian(s).

5 THE ONTARIO CURRICULUM, GRADES 1–8: NATIVE LANGUAGES, 2001

 The Native language program is not designed to make students fully bilingual; rather, the pro-
gram offers students the opportunity to develop a basic command of a Native language that can
be expanded through further study or through contact with other speakers of the language.

The program allows students to develop their language skills and improve their use of lan-
guage through study, practice, and communication. Students are given learning opportunities
that will allow them to develop their language skills in all three areas of language use – oral
communication, reading, and writing. Students will thus have opportunities to listen to various
forms of oral communication and to understand ideas and concepts expressed in the Native
language under study; to talk about their experiences and to express their thoughts and feelings
with clarity and confidence; to read written materials in the Native language, including its
literature, with growing proficiency; and to write in the Native language using a Native
language writing system.2 In addition, students will become familiar with the traditions, cus-
toms, social structures, history, and arts of the pertinent Native culture. Activities that will
allow students to link their classroom experiences with life in their community and in other
communities through electronic technology will also be emphasized.

The elementary curriculum for Native language programs is designed to prepare students for
success in Native language programs at the secondary level.3 The expectations that form the
basis of the secondary school curriculum build on the knowledge and skills that students
acquire in their elementary programs.

Curriculum Expectations and Achievement Levels

The Ontario curriculum for Native language programs comprises two elements: curriculum
expectations and achievement levels. The expectations identified for each grade describe the
knowledge and skills that students are expected to develop and to demonstrate in their class
work, on tests, and in various other activities on which their achievement is assessed. The
achievement levels are to be used in assessing students’ achievement of the expectations.

Two sets of expectations are listed for each grade. The overall expectations describe in general
terms the knowledge and skills that students are expected to achieve in all strands, or broad
curriculum areas, by the end of each grade. The specific expectations describe the expected
knowledge and skills in greater detail. Since the overall expectations describe knowledge and
skills that are fundamental to the Native language program as a whole, they sometimes remain
the same from grade to grade or are only slightly modified to indicate a higher level of difficulty.
The sequential progression from grade to grade is more evident in the specific expectations,
which describe the knowledge and skills expected at particular stages in more specific terms.

The specific expectations are organized into three strands, which correspond to the three main
areas of language use: oral communication, which includes listening and speaking; reading;
and writing. This organization is not meant to imply that the expectations in one strand are
achieved independently of the expectations in the other strands.

2. Roman orthographies have been developed for all Native languages in Ontario. However, a syllabic writing system is
still used in many northern communities by speakers of Cree and Ojibwe. It is the responsibility of each First Nation
community to determine the orthography that will be used in the local Native language program.
3. Students who have completed a Native language program at the elementary level will be prepared to enter the Level 2
Native language course (NL2) in secondary school.

INTRODUCTION 6
 Many of the expectations are accompanied by examples, given in parentheses. These examples
are meant to illustrate the kind of skill, the specific area of learning, the depth of learning,
and/or the level of complexity that the expectation entails. They are intended as a guide for
teachers rather than as an exhaustive or mandatory list.

The achievement levels are brief descriptions of four different degrees of achievement of the
provincial curriculum expectations for any given grade. These descriptions will be used by
teachers to assess students’ learning. (Letter grades and percentage marks will be used to report
student achievement on the report card.) The achievement levels for Native language pro-
grams focus on knowledge and skills in five categories: communication, listening and reading
comprehension, organization of ideas, application of language knowledge (grammar, vocabu-
lary, and spelling), and knowledge and understanding of culture. When teachers use the
achievement levels in reporting to parents and speaking with students, they can discuss what is
required of students to achieve the expectations set for their grade. Level 3, which is the
“provincial standard”, identifies a high level of achievement of the provincial expectations.
Parents of students achieving at level 3 in a particular grade can be confident that their children
will be prepared for work in the next grade. Level 1 identifies achievement that falls much
below the provincial standard. Level 2 identifies achievement that approaches the standard.
Level 4 identifies achievement that exceeds the standard. It should be noted that achievement
at level 4 does not mean that the student has achieved expectations beyond those specified for
a particular grade; it indicates that the student demonstrates a greater command of the
required knowledge and skills than a student achieving at level 3.

Planning Student Programs

The Native language curriculum emphasizes the development of language skills through oral
communication, particularly in the early grades. In Grades 1 to 3, teachers should plan their
programs so that classroom instruction centres on listening and speaking skills. In Grades 4 to 8,
all four language skills will be developed, and an increasing amount of time will be spent on
reading and writing. Oral communication, however, should remain an important focus through
all grades. (The accompanying chart illustrates an appropriate allocation of time to the three
strands of the program over the course of eight grades.) Learning activities must include an
appropriate balance of the skills of oral communication, reading, and writing in each grade,
and the evaluation of student achievement must reflect the emphasis in the curriculum on the
development of oral communication skills.

Approximate Allocation of Class Time to the Three Strands

in Native Language Programs

Grade 1

Grades 2–3

Grades 4–8

0% 20% 40% 60% 80% 100%

Oral Communication – Oral Communication – Reading Writing

Listening Speaking

7 THE ONTARIO CURRICULUM, GRADES 1–8: NATIVE LANGUAGES, 2001

 Special attention is given in the curriculum to the Native oral tradition. With the help of
Native speakers from the community, teachers should plan learning experiences that will allow
students to listen to and retell traditional Native stories, legends, and histories, and to sing
traditional songs. Aspects of Native culture and philosophy should be integrated in language
learning activities throughout the grades so that students may have opportunities to see Native
culture and values as an integral part of the language they are studying.

Because of its focus on oral communication, the Native language program may be delivered
most successfully through the use of the communicative method of language teaching, which
aims to teach language in a way that allows learners to use it in everyday life. This approach
focuses on the communicative aspect of language and emphasizes the use of language in the
classroom in relevant contexts and for relevant purposes. The Native language should therefore
be the language of communication in the language class. Normal interaction in the classroom
will provide students with natural opportunities to speak in the Native language and to hear
the Native language spoken. It will also give them opportunities to use the vocabulary and
language structures they are taught in a variety of purposeful contexts, and to apply what they
have learned in order to express what they want to say.

Effective communication depends on accuracy and clarity of expression. Therefore, grammatical

accuracy is emphasized in the new Native language curriculum, and it is expected that correct
form will be taught and practised in the classroom.

Native language programs should aim to develop language skills in contexts that students will
see as useful and relevant. The programs should be designed so that elements from the other
curriculum areas are integrated into the language program. An integrated language program
will help students to see connections and relationships among ideas, people, and things, and to
relate their learning not only to other subjects but also to the world outside the school.

Native-language teachers should provide activities and assignments that are interesting and
meaningful to students. Interviews, oral presentations, dramatizations and simulations, dialogues,
and cooperative games are examples of effective communication activities. Frequent opportu-
nities to interact with Native speakers will not only reinforce the relevance of language learning
for students, but will also allow them to develop an awareness of the richness and idiosyncrasies
of the language and to appreciate its subtleties. Students should also have numerous opportu-
nities to interact with one another both on a one-to-one basis and in small- and large-group
activities. Whenever possible, students should also take advantage of the resources of electronic
technology in developing the four language skills.

Elders, parents, and other community members can play an important role as classroom resources.
For example, they can provide valuable input in selecting the dialect and orthography to be
used in the program. The Native language program offers many opportunities for maintaining
continuity between the classroom and the family, and between the classroom and community
activities.

Adapting Program Elements to the Native Language Under Study

There are two Native language families in Ontario, the Algonquian and the Iroquoian. The
Algonquian language family includes Cree, Delaware, Odawa, Ojibwe, Oji-Cree, and Potawatomi.
The Iroquoian language family includes Cayuga, Mohawk, Oneida, Onondaga, Seneca, and
Tuscarora. These languages are as complex and varied as English or French in terms of their
grammatical and lexical structures, and as rich in their range of styles and functions.

INTRODUCTION 8
 The differences between the two language families are not only great but fundamental. (An
Algonquian language is a “foreign” language to a person who speaks an Iroquoian language,
and vice versa.) For this reason, the lists of language elements and examples in the “Grammar,
Language Conventions, and Vocabulary” sections of the various grades (see “Curriculum
Expectations for Grades 1 to 8”) are given in English. Each Native-language teacher will have
to select the language elements that apply to the language under study and make whatever
adjustments are necessary to make them relevant. In addition, the members of each First Nation
community who speak the language will have to determine the dialect and orthography that
will be used in the local Native language program.

Native Language Programs for Exceptional Students

Recognizing the needs of exceptional students and providing appropriate programs and serv-
ices for them are important aspects of planning and implementing the curriculum. A regula-
tion made under the Education Act requires that school boards establish a committee, called an
Identification, Placement, and Review Committee (IPRC), to identify and place exceptional
students. When an IPRC identifies a student as exceptional, it must, in its statement of deci-
sion, provide a description of the student’s strengths and needs and a decision on appropriate
placement for the student. The IPRC can also make recommendations for suitable education
programs and services.

When an IPRC identifies a student as exceptional, an Individual Education Plan (IEP) must
be developed and maintained for that student. (It should be noted that an IEP may also be
prepared for students with special needs who are receiving special education programs and/or
services but who have not been identified as exceptional by an IPRC). An IEP describes the
student’s educational program, which is based on and modified by the results of continuous
assessment and evaluation. It identifies the student’s specific learning expectations and explains
how the school will address these expectations (for example, through appropriate programs
and services, modifications in the regular program, and other accommodations). It also identi-
fies the methods by which the student’s progress will be reviewed.

In developing the student’s IEP, consideration must be given to any recommendations made by
the IPRC concerning programs and services that may be particularly appropriate for meeting
the student’s needs. Also, the school must consult with the parents of the student at the devel-
opment stage. The IPRC’s recommendations and the results of consultation between the parents
and the school staff will form the basis of decisions concerning the ways in which the learning
expectations set out in the provincial curriculum will be modified to meet the student’s special
needs. Once the IEP has been developed, the parents of the student must be provided with
a copy.

Those involved in developing the IEP should work together on an ongoing basis to review
the student’s progress and make adjustments to the IEP as necessary. It is important that the
school continue to keep parents informed about the program and the progress of the student,
as parents can provide valuable support for their child’s learning.

In planning programs for exceptional students, teachers must take into account the students’
strengths and needs, learning expectations, accommodations, and methods for reviewing
progress as outlined in the IEP. It is important that teachers provide appropriate instruction,

9 THE ONTARIO CURRICULUM, GRADES 1–8: NATIVE LANGUAGES, 2001

 activities, and assignments, as well as resources, strategies, and settings that will help exceptional
students achieve their learning expectations. Using the most appropriate methods and provid-
ing the most appropriate materials may involve making changes in the teaching approaches
(e.g., styles of presentation, methods of organization, use of technology and multimedia) and
the curriculum content (e.g., amount of material covered, type of material used) that are nor-
mally used for most other students. Changes may also need to be made in some assessment
and evaluation procedures. For example, exceptional students may need to be given additional
time to complete assignments or tests; they may need to do tests orally or in forms that com-
bine a variety of methods and media; and they may need more guidance regarding what is
expected in a particular assignment or test than would normally be given.

The Role of Students

Students have responsibilities with respect to their learning, which increase as they advance
through elementary and secondary school. Students who are willing to make the effort
required and who are able to apply themselves will soon learn that there is a direct relationship
between achievement and hard work, and will be motivated to work as a result. There will be
some students, however, who will find it more difficult to take responsibility for their learning
because of special challenges they face. For these students, the attention, patience, and encour-
agement of Native-language teachers can be extremely important factors for success. However,
regardless of their circumstances, learning to take responsibility for their progress and achieve-
ment is an important part of education for all students.

The Role of Parents

Studies have shown that students perform better in school if their parents are involved in their
education. Even if they do not speak or understand a Native language, parents still have an
important role to play in supporting their children’s learning of the language, as well as their
school attendance and academic performance. By familiarizing themselves with the curriculum,
parents will be able to discuss their children’s work with them and with their Native-language
teacher. Knowledge of the overall and specific expectations in the various grades will also help
parents to understand how students’ work is evaluated, to interpret their children’s report cards,
and to work with the teacher to improve their children’s learning and academic performance.

Parents can also demonstrate their interest in their children’s education in many other ways;
participating in parent-teacher conferences, working on or with the school council, and
encouraging their children to complete assignments at home are three obvious examples. In the
case of Native language programs, it is particularly important for parents to reinforce the value
of the Native language and culture.

The Role of Native-Language Teachers

Native-language teachers must make every attempt to motivate students to learn a Native lan-
guage by providing a supportive and stimulating environment for language learning. Language
skills should be introduced and practised in contexts that are both relevant and interesting for
the students so that they can see the value of what they are learning.

INTRODUCTION 10
 Teachers should select the teaching and learning strategies that will best promote student
learning of the Native language under study. These may include student-directed activities and
multidisciplinary strategies, in which language learning is related to other subject areas, such as
geography and history. Whatever the methods and strategies used, teaching in a Native lan-
guage program must take into account the needs of the students, the learning styles of individ-
ual students, and the resources available. It must also focus on the importance of building
strong personal values and positive attitudes both towards the Native language and towards
learning in general. Language learning activities that are based on students’ interests, needs, and
desire to communicate will achieve the best results in the Native language classroom.

It is also necessary for Native-language teachers to work with the principal of the school and
the First Nation community in choosing the dialect and orthography for the program, in
conducting the ongoing review of the program, and in developing long-range plans for the
program. Native-language teachers should consult parents and other teachers in the school
about the background and needs of students in Native language classes. It is also important
for Native-language teachers to take part in special language-related school events, such as
Language Week.

The Role of the Principal

The principal has a significant role in the development, implementation, and evaluation of the
Native language program of the school, and can contribute to its success in various ways. He
or she can encourage second-language teachers – Native-language and FSL teachers – to work
together in developing language-teaching materials and to share language-related resources.
The principal can also encourage Native-language teachers to work with classroom teachers
to integrate Native language instruction and learning in other areas of the curriculum. It is the
responsibility of the principal to provide assistance and advice to Native-language teachers and
to encourage them to participate in professional development activities that focus on Native
language programs and their delivery.

The principal should take a leading role in promoting the Native language program. For
example, he or she can initiate or take part in organizing special school-wide events that focus
on the use of the Native language or aspects of Native culture; encourage the First Nation
community to support the Native language program and to assist in making decisions about its
design and goals; and encourage both parents and knowledgeable members of the community
to participate in the program as classroom resources. The principal should also maintain effective
liaison with the First Nation community and keep parents informed about the effectiveness of
the program.

The Role of the Community

The success of Native language programs depends on the involvement of community members
at the local level and the overall support of First Nation communities. Often Native-language
teachers and fluent speakers of the language in the community are the only advocates of
Native language programs. It is essential that Native-language teachers and all those involved
in the development of Native language programs do all they can to ensure that this support
base is broadened. If First Nation communities do not play an active part in promoting and
supporting the teaching of Native languages in schools, the cultures of Native peoples – the
traditions, values, beliefs, and unique world view inherent in Native languages – may very well
become extinct. It is particularly important that parents and members of the local community
reinforce the value of the Native language and culture.

11 THE ONTARIO CURRICULUM, GRADES 1–8: NATIVE LANGUAGES, 2001

 If the Native language program is to be effective and relevant for the students of the commu-
nity, it is essential that First Nation community members agree about certain basic aspects of
the program. Therefore, it is of the utmost importance that speakers of Native languages be
involved in local policy decisions regarding dialect and orthography. Local Native organiza-
tions other than schools need to recognize and endorse the efforts of students to revitalize
Native languages. For example, local Native newspapers could keep the issue of language in
the forefront by reporting on student activities in Native language programs. Local radio stations
could provide programs that focus on the vocabulary or other aspects of a Native language.
Stations using the Native language could broadcast songs, chants, and stories that can be learned
by listeners. Local band administration offices could play a leadership role for the community
by officially adopting the Native languages for administrative purposes and the conduct of
daily business in the community, including road and public building signage, and community
notices. Organizers of public functions in the community could include a Native language
portion in the program to demonstrate that Native languages are valued. Members of the
community can support the Native language program by acting as resource persons in a variety
of ways; for example, they can offer to speak to students about cultural traditions, tell stories
that reveal Native values, and answer students’ questions about a variety of topics.

INTRODUCTION 12
 Achievement Levels

The achievement chart that follows identifies five categories of knowledge and skills in Native
languages: communication; listening and reading comprehension; organization of ideas; appli-
cation of language knowledge; and knowledge and understanding of culture. Each category
has four levels of achievement. The chart provides a brief description of each level of achieve-
ment, on which teachers will base their assessment of students’ work.

The descriptions in the achievement chart are intended to be used to assess each student’s
achievement of the expectations outlined in this document for any given grade. Teachers
should use the descriptions to identify the level at which a student has achieved a particular
expectation or group of expectations, in the appropriate category (or categories) of knowledge
and skills. For example, one of the expectations in Grade 7 is that students be able to use a
variety of sentence structures correctly in their writing. If a student is able to do this only
“with some accuracy and clarity in structured situations”, the student’s achievement of that
expectation would be at level 2. Normally, a teacher will apply more than one of the descrip-
tions to a student’s achievement of a group of expectations to determine the level that most
appropriately describes the student’s achievement.

The characteristics of student performance given for level 3 represent achievement that is con-
sidered to be the standard for each grade. A student’s work at level 3 in the Native language
program in any grade may be described in general terms as follows:
The student generally understands the oral and written Native language that has been
introduced, and can express himself or herself clearly in both structured and informal
communicative situations. He or she communicates using most basic forms, structures,
and vocabulary, and demonstrates considerable knowledge and understanding of aspects
of Native culture. The student uses most of the language elements studied and makes
only occasional errors.

Although the chart is intended to be used mainly for assessing student achievement, teachers
may wish to use it for other related purposes; for example, they could use it as a guide when
collecting samples of student work at different levels for the information of parents.

13 THE ONTARIO CURRICULUM, GRADES 1–8: NATIVE LANGUAGES, 2001

Achievement Chart – Native Languages, Grades 1–8
Knowledge/Skills Level 1 Level 2 Level 3 Level 4
Communication The student communicates:
– with limited accuracy – with some accuracy – with considerable – with a high degree of
and clarity in struc- and clarity in struc- accuracy and clarity accuracy and clarity
tured situations tured situations in both structured in both structured
and informal and informal
situations situations
– using few of the – using some of the – using most of the – using all or almost all
required basic forms required basic forms, required basic forms, of the required basic
and structures, and structures, and structures, and forms, structures,
little of the required vocabulary vocabulary and vocabulary
vocabulary

Listening and reading The student demonstrates understanding:

comprehension
– of few of the ideas – of some of the ideas – of most of the ideas – of all or almost all
communicated communicated communicated of the ideas
communicated
– relying on non-verbal – using some verbal – relying mostly on – relying on verbal
cues cues, but relying verbal cues, but also cues and taking non-
mostly on non-verbal using non-verbal cues verbal cues into
cues account

Organization of ideas The student organizes:

– by closely following – by using an example – by making some – by making significant
an example and making minor changes and addi- changes and addi-
changes tions to an example tions to an example
and also creating own and/or creating own
forms of expression forms of expression

Application of The student applies language knowledge:

language knowledge
– with limited accuracy – with some accuracy – with considerable – with a high degree
(grammar, vocabulary,
and effectiveness and effectiveness accuracy and of accuracy and
spelling)
effectiveness effectiveness
– using few of the – using some of the – using most of the – using all or almost all
required language required language required language of the required lan-
elements elements elements guage elements

Knowledge and The student demonstrates:

understanding of
– limited knowledge – some knowledge and – considerable knowl- – thorough knowledge
culture
and understanding understanding of edge and understand- and understanding
of aspects of Native aspects of Native ing of aspects of of aspects of Native
culture culture Native culture culture

Note: This chart does not include criteria for assessing student performance that falls below level 1. Native-language teachers should
refer to the Guide to the Provincial Report Card, Grades 1–8, 1998 when reporting on the achievement of students who have not
demonstrated the knowledge and skills outlined for level 1.

ACHIEVEMENT LEVELS 14
 Strands in the Native Language Curriculum

The learning expectations for the Native language program at the elementary level are organ-
ized into three strands which correspond to the three main areas of language use: oral com-
munication, reading, and writing. The overall expectations outline, for all three strands, the
knowledge and skills that students are expected to demonstrate at the end of each grade. The
specific expectations, which are broken down into the three strands, describe what students
should know and be able to do in greater detail. In addition, a list of language elements is
given for each grade. These lists serve as an outline of the language knowledge that students
are expected to master, particularly with reference to the correct use of grammar, language
structures, and language conventions. Lists of vocabulary and spelling items are also included
to indicate what is expected of students in these areas at the end of each grade.

All the knowledge and skills outlined in the overall and the specific expectations are mandatory.
The curriculum in all grades is designed to develop a range of essential skills in oral language,
reading, and writing, including a solid foundation in grammar and spelling. Students will be
expected to develop these language skills through the use of print and electronic resources.

Oral Communication
The new Ontario curriculum for Native languages places a strong emphasis on the develop-
ment of oral communication skills so that students may interact with others and express them-
selves clearly and with confidence. Because listening and speaking are inseparable in real-life
situations, these skills should be developed together in the classroom. The development of oral
language provides the foundation that enables students to learn to read and write.

Students should have many opportunities to listen to the Native language before they attempt
to use the language to communicate. They should learn to interpret and understand some of
the strategies used to support verbal communication – for example, facial expressions, gestures,
body language, and intonation – and use these strategies to make sense of spoken language.
They should also have opportunities to deduce the meaning of new words by studying the
contexts in which they are used and examining clues given in pictures and other visual aids.

The Native language program should include numerous activities that allow students to use
the Native language for real purposes and in real situations; for example, students should have
opportunities to:
– listen to a Native language spoken by live and recorded voices, by people of different ages,
by people speaking at different rates of speed, and by people using different dialects;
– discuss topics of interest, personal concerns, and the various texts they read in and outside
the classroom;
– prepare and give oral presentations;
– participate in dramatizations and simulations;
– conduct surveys and interviews.

15 THE ONTARIO CURRICULUM, GRADES 1–8: NATIVE LANGUAGES, 2001

 Reading
Reading is a complex process that provides a bridge between speech and writing. In learning
to read texts in the Native language, students build on the knowledge and skills developed
through oral communication. Reading should be attempted only after the vocabulary and lan-
guage structures have been introduced orally in contexts that are relevant and meaningful to
students. Oral prereading activities should aim to build a bank of vocabulary, set the context
for the topic, and relate texts to the students’ experience or prior knowledge of the topic.

A well-balanced reading program will provide students with opportunities to read both for
information and enjoyment. In addition, reading activities should allow students to consolidate
language learned orally and to build vocabulary. Reading aloud provides students with an
opportunity to practise correct pronunciation, intonation, and enunciation.

Students need to read a variety of materials representing different forms, genres, and styles. In
particular, students should have opportunities to read the works of Native authors. Reading
materials must be appropriate for students’ age and level of proficiency in the Native language,
and should reflect their range of interests. Materials could include signs, charts, menus, song
lyrics, legends, poems, stories, and information materials selected from magazines, newspapers,
and electronic sources.

Students should become familiar with all the basic reading strategies (e.g., use of visual and
verbal cues, analysis of context, reliance on knowledge of language patterns and conventions)
and learn to use them in attempting to understand written texts.

Although the lists of expectations might suggest that the skills involved in reading are discrete
skills, it is important to remember that they are aspects of one integrated process. Reading skills
are best developed in contexts that students see as meaningful so that they will be motivated to
take an interest in what they are reading and to think about what is being communicated.

Writing
The Native language curriculum emphasizes the basic knowledge and skills that students must
develop in order to write clearly and correctly. These include the ability to identify and define
their ideas clearly; to organize their thoughts logically; and to apply knowledge of grammar,
spelling, and vocabulary correctly and effectively. As with reading, writing activities should be
based on and should reinforce the language elements that have been introduced orally.
Prewriting activities should include a review of relevant vocabulary, a discussion of topics that
are of interest to students and that they might wish to write about, and an exploration of the
various forms that their writing could take (for example, letters, notes, stories, diary entries,
commentaries). These activities are important in helping students develop the ability to write
in the Native language.

As students read a variety of texts, they increase and gain command over their vocabulary, and
learn to vary their sentence structure, organizational approach, and voice. To become effective
writers who are able to communicate ideas with ease and clarity, students need opportunities
to write for a variety of purposes and audiences.

STRANDS IN THE NATIVE LANGUAGE CURRICULUM 16

 Writing activities that students see as meaningful and that challenge them to think creatively
will not only motivate students to write, but will also help them to achieve a fuller and more
lasting mastery of basic writing skills. At the same time, teachers might find it occasionally
necessary to focus a lesson on a particular aspect of grammar, vocabulary, or spelling.

The Writing Process

Writing is a complex process that involves a range of skills and tasks. Since students in Native
language programs will do only a limited amount of writing in Grades 1, 2, and 3, not all the
tasks involved in the writing process are dealt with in these early grades. More frequent
opportunities to write and to perform the various tasks involved in the writing process are
provided as students progress from Grade 4 to Grade 8.

The writing process comprises several stages, each of which focuses on specific tasks. The main
stages of the writing process are: generating ideas through discussion and brainstorming;
choosing a topic and determining the purpose for writing and the audience to be addressed;
developing a plan for writing; writing a first draft; reviewing and revising the first draft to
ensure that ideas are clearly and coherently presented; editing and proofreading the revised
draft to ensure correct spelling, grammar, and punctuation; and producing a final copy. To
develop facility, clarity, and precision in writing, students need frequent opportunities to write
and to apply the stages of the writing process. Throughout all stages, teachers should demon-
strate specific aspects of writing, and guide, facilitate, monitor, and evaluate students’ develop-
ment in writing.

17 THE ONTARIO CURRICULUM, GRADES 1–8: NATIVE LANGUAGES, 2001

Curriculum Expectations for Grades 1 to 8

18
Grade 1: Oral Communication, Reading, and Writing

Overall Expectations
By the end of Grade 1, students will:
• demonstrate basic communication skills;
• talk about familiar topics using simple words;
• use both verbal and non-verbal cues to understand spoken language;
• demonstrate a basic understanding of vocabulary and language structures appropriate for this
grade;
• demonstrate a basic understanding of the reading process;
• demonstrate a basic understanding of the writing system used in the program;
• demonstrate an appreciation and understanding of aspects of the Native culture under study.4

Specific Expectations
Oral Communication
By the end of Grade 1, students will: – respond appropriately to simple questions
– talk about familiar topics using basic (e.g., Who are you? When are you going?
vocabulary (e.g., identify members of the Where are you going?);
family); – listen to simple oral messages using both
– demonstrate basic communication skills by verbal and non-verbal cues (e.g., tone of
participating in simple activities (e.g., work voice, facial expression, gestures).
with peers to classify objects in the class-
room by colour);
– follow simple instructions (e.g., by making
a physical response – see Total Physical
Response (TPR) in “Explanatory Notes”,
p. 42);

Reading
By the end of Grade 1, students will: – use pictures and other visual cues to
– demonstrate familiarity with the writing develop reading skills;
system used in the program (alphabet or – recognize words and language structures
syllabics chart); that have been introduced orally;
– read simple words, using the alphabet or – read familiar words aloud using pictures.
syllabics chart, pictures, and other visual aids;
– participate in structured reading activities
appropriate for the grade (e.g., read the
alphabet or syllabics chart, match words to
pictures);

4. Native-language teachers may wish to approach knowledgeable members of the community for assistance with this
expectation.

19 THE ONTARIO CURRICULUM, GRADES 1–8: NATIVE LANGUAGES, 2001

Writing
By the end of Grade 1, students will:
– demonstrate a basic understanding of the
writing system used in the program
(alphabet or syllabics chart);
– write the letters of the alphabet or syllabic
characters correctly;
– write simple words, using the alphabet or
syllabics chart, pictures, and other visual aids;
– demonstrate an understanding of words
introduced orally by creating vocabulary
lists for specific topics (e.g., words associ-
ated with the family, special days).

Grammar, Language Conventions, and Vocabulary

Students should develop and apply knowledge of the language elements, vocabulary, and
spelling items listed below through communicative activities in all three strands. The language
elements and vocabulary introduced in a specific grade are not repeated in subsequent grades
unless they are combined with new elements or studied in a new context. This method of cit-
ing language elements and vocabulary is not meant to imply that students will work with the
language elements and vocabulary of a given grade only while they are in that grade. On the
contrary, it is expected that students will continue to work with all the language elements,
vocabulary, and spelling items listed in the document as they advance through the grades, and
that they will apply them in progressively more complex and sophisticated contexts.
Since a number of different Native languages are used in Ontario, the most commonly used
language elements have been selected, and all the examples have been given in English. Native-
language teachers will need to adapt these lists and prepare their own materials to accommodate
the distinctive features of the Native language being studied.

Language elements interrogative constructions

nouns and pronouns
– singular form of nouns
– personal pronouns – singular form (e.g., I,
you, she/he)
– pronoun as subject – singular form (e.g., I,
you)
– demonstrative pronouns – singular form
(e.g., this, that)
– demonstratives with nouns – singular form
(e.g., this house, that boat)
– possessive pronouns – singular form
(e.g., it’s mine, it’s yours)
– possessive form of nouns (e.g., my car, your
car, my hat, your hat)
– independent locatives (e.g., beside, behind,
under, up, in front)
– question words (e.g., where, what, who)
negative constructions
– words expressing simple negation (e.g., no)
Vocabulary
– words used to designate simple colours
(e.g., white, black, red, blue, yellow, brown,
green, orange)
– numbers from 1 to 10; numbers to 100
by 10’s
– words associated with objects found in the
classroom, time, days, weather, and the
immediate family (e.g., mother, father,
brother, sister)
– words associated with money (e.g., penny,
nickel, dime, quarter, loonie, two-dollar coin)

verbs Spelling
– present tense of verbs with a singular – correct use of syllabic characters or letters
pronoun or noun (e.g., I am eating, John is of the alphabet
talking) – use of resources (e.g., consonant/vowel
charts, syllabics chart)

GRADE 1: ORAL COMMUNICATION, READING, AND WRITING 20

Grade 2: Oral Communication, Reading, and Writing

Overall Expectations
By the end of Grade 2, students will:
• communicate in simple contexts using basic vocabulary and simple phrases;
• demonstrate an understanding of simple spoken language, using both verbal and non-verbal
cues;
• demonstrate a basic understanding of vocabulary and language structures appropriate for this
grade;
• demonstrate an understanding of the writing system used in the program;
• read simple words and phrases in the writing system used in the program;
• write simple words and phrases in the writing system used in the program;
• demonstrate an appreciation and understanding of aspects of the Native culture under study.5

Specific Expectations
Oral Communication
By the end of Grade 2, students will:
– communicate in simple contexts using
basic vocabulary and simple phrases
(e.g., this is my book);
– participate in structured oral language
activities appropriate for the grade
(e.g., describe actions using simple
phrases – I walk, I run);
– respond appropriately to simple questions
using simple phrases (e.g., it’s mine);
– demonstrate an understanding of simple
oral messages using both verbal and non-
verbal cues (e.g., tone of voice, facial
expression, gestures).

Reading
By the end of Grade 2, students will: – use visual cues (e.g., pictures, illustrations)
– demonstrate an understanding of the writ- to determine the meaning of simple
ing system used in the program; phrases;
– read words and simple phrases, using the – recognize words and language structures
alphabet or syllabics chart, pictures, and that have been introduced orally;
other visual aids; – read simple phrases aloud using pictures.
– participate in structured reading activities
appropriate for the grade (e.g., match let-
ters of the alphabet or syllabic characters to
words, match simple phrases to pictures);

5. Native-language teachers may wish to approach knowledgeable members of the community for assistance with this
expectation.

21 THE ONTARIO CURRICULUM, GRADES 1–8: NATIVE LANGUAGES, 2001

Writing
By the end of Grade 2, students will:
– demonstrate an understanding of the
writing system used in the program;
– write simple words and phrases using the
alphabet or syllabics chart;
– participate in structured writing activities
appropriate for the grade (e.g., write simple
phrases that include familiar vocabulary);
– spell simple words and phrases correctly,
using available resources (e.g., alphabet or
syllabics chart, classroom-displayed
vocabulary lists, community members);
– demonstrate an understanding of simple
phrases by creating lists of simple phrases
around a familiar topic or idea (e.g., phrases
that describe an action – I eat, I walk).

Grammar, Language Conventions, and Vocabulary

Students should develop and apply knowledge of the language elements, vocabulary, and
spelling items listed below through communicative activities in all three strands. The language
elements and vocabulary introduced in a specific grade are not repeated in subsequent grades
unless they are combined with new elements or studied in a new context. This method of cit-
ing language elements and vocabulary is not meant to imply that students will work with the
language elements and vocabulary of a given grade only while they are in that grade. On the
contrary, it is expected that students will continue to work with all the language elements,
vocabulary, and spelling items listed in the document as they advance through the grades, and
that they will apply them in progressively more complex and sophisticated contexts.
Since a number of different Native languages are used in Ontario, the most commonly used
language elements have been selected, and all the examples have been given in English. Native-
language teachers will need to adapt these lists and prepare their own materials to accommodate
the distinctive features of the Native language being studied.

Language elements negative constructions

nouns and pronouns
– pronoun as subject – plural form
(e.g., we, you)
– demonstrative pronouns – plural form
(e.g., these, those)
– demonstratives with nouns – plural form
(e.g., these houses, those boats)
– possessive pronouns – singular and plural
forms (e.g., it’s mine, it’s theirs)
– formation of the plural of nouns through
the addition of affixes (e.g., hats, coats)
verbs
– present tense of verbs with a second-person
singular pronoun (e.g., you are eating)
– verbs used to express possession (e.g., I have
a pencil, I have a toy)
interrogative constructions
– question words with new vocabulary
(e.g., why, at what time, when)
– formation of the negative in simple phrases
(e.g., it is not raining)
Vocabulary
– words used to describe gradations of
colour (e.g., pink, grey, light blue, dark blue)
– numbers from 101 to 1000; numbers to
1000 by 100’s
– words associated with the weather,
months, clothing, clan animals, and
extended family (e.g., grandmother, grand-
father, aunt, uncle, cousin)
– simple phrases (e.g., this is my grandmother)
Spelling
– correct spelling of words and simple
phrases studied
– use of resources to confirm spelling
(e.g., alphabet or syllabics chart, classroom-
displayed vocabulary lists)

GRADE 2: ORAL COMMUNICATION, READING, AND WRITING 22

Grade 3: Oral Communication, Reading, and Writing

Overall Expectations
By the end of Grade 3, students will:
• communicate in simple contexts using basic vocabulary and phrases;
• demonstrate an understanding of spoken language in simple contexts, using both verbal and
non-verbal cues;
• demonstrate an understanding of vocabulary and language structures appropriate for this
grade;
• read phrases in the writing system used in the program;
• write phrases in the writing system used in the program;
• demonstrate an appreciation and understanding of aspects of the Native culture under study.6

Specific Expectations
Oral Communication
By the end of Grade 3, students will:
– communicate in simple contexts using
basic vocabulary and phrases (e.g., close the
door, come here);
– participate in structured oral language
activities appropriate for the grade
(e.g., provide appropriate phrases for
pictures or illustrations);
– respond appropriately to questions using
phrases (e.g., I have two books, there are three
bears);
– demonstrate an understanding of simple
oral messages using both verbal and non-
verbal cues.

Reading
By the end of Grade 3, students will:
– read phrases using the alphabet or syllabics
chart, pictures, and other visual aids;
– demonstrate an understanding of the
phrases they read (e.g., by matching phrases
to pictures);
– participate in structured reading activities
appropriate for the grade (e.g., identify
phrases that describe an action);
– use visual cues (e.g., pictures, illustrations)
to determine the meaning of phrases;
– recognize phrases that have been intro-
duced orally;
– read a variety of phrases aloud using
pictures.

6. Native-language teachers may wish to approach knowledgeable members of the community for assistance with this
expectation.

23 THE ONTARIO CURRICULUM, GRADES 1–8: NATIVE LANGUAGES, 2001

Writing
By the end of Grade 3, students will;
– write phrases using the alphabet or syllab-
ics chart;
– form phrases using familiar vocabulary;
– participate in structured writing activities
appropriate for the grade (e.g., write
phrases that include new vocabulary);
– spell simple words and phrases correctly,
using available resources (e.g., alphabet or
syllabics chart, classroom-displayed
vocabulary lists, print materials);
– demonstrate an understanding of phrases
by creating lists of phrases around a famil-
iar topic or idea (e.g., phrases that indicate
possession – this is my book; phrases that
describe a person or thing – she/he is big).

Grammar, Language Conventions, and Vocabulary

Students should develop and apply knowledge of the language elements, vocabulary, and
spelling items listed below through communicative activities in all three strands. The language
elements and vocabulary introduced in a specific grade are not repeated in subsequent grades
unless they are combined with new elements or studied in a new context. This method of cit-
ing language elements and vocabulary is not meant to imply that students will work with the
language elements and vocabulary of a given grade only while they are in that grade. On the
contrary, it is expected that students will continue to work with all the language elements,
vocabulary, and spelling items listed in the document as they advance through the grades, and
that they will apply them in progressively more complex and sophisticated contexts.
Since a number of different Native languages are used in Ontario, the most commonly used
language elements have been selected, and all the examples have been given in English. Native-
language teachers will need to adapt these lists and prepare their own materials to accommo-
date the distinctive features of the Native language being studied.

Language elements negative constructions

nouns and pronouns
– possessive form of nouns (incorporation of
nouns with possessive pronouns) using
new vocabulary (e.g., my arm, his hand)
– adjectival constructions (e.g., nice house,
big boy)
– formation of the locative form of nouns
through the addition of suffixes
(e.g., under the table, on the bed)
verbs
– present, past, and future tenses of verbs
with singular pronoun or noun (e.g., he is
eating, he was eating, he will eat; the bear sleeps,
the bear slept, the bear will sleep)
– imperative forms (e.g., go home! come here!)
interrogative constructions
– question words in phrases (e.g., how many
dogs, which birds)
– formation of the negative, using new
vocabulary (e.g., the dog does not eat)
– formation of the negative with personal
pronouns (e.g., no, it is not I; no, it is not my
chair)
Vocabulary
– words used in adding
– words associated with domestic and wild
animals, and parts of the body
– phrases used for various purposes (e.g., to
express possession – it is his book; to
express a command – go home!)
Spelling
– correct spelling of words and phrases
studied
– use of resources to confirm spelling
(e.g., classroom-displayed vocabulary lists,
syllabics chart)

GRADE 3: ORAL COMMUNICATION, READING, AND WRITING 24

Grade 4: Oral Communication, Reading, and Writing

Overall Expectations
By the end of Grade 4, students will:
• communicate in familiar contexts using simple sentences;
• demonstrate an understanding of spoken language in familiar contexts, using both verbal and
non-verbal cues;
• demonstrate an understanding of vocabulary and language structures appropriate for this grade;
• read simple sentences in the writing system used in the program;
• write simple sentences in the writing system used in the program;
• demonstrate an appreciation and understanding of aspects of the Native culture under study.7

Specific Expectations
Oral Communication
By the end of Grade 4, students will:
– communicate in familiar contexts using
basic vocabulary and simple sentences
(e.g., give simple directions – Put the books
there);
– participate in structured oral language
activities appropriate for the grade
(e.g., answer questions with simple sen-
tences – I am not going there);
– demonstrate an understanding of various
types of simple sentences;
– respond to a variety of oral messages using
simple sentences;
– demonstrate an understanding of simple
oral messages using both verbal and non-
verbal cues.

Reading
By the end of Grade 4, students will: – use visual cues (e.g., pictures, illustrations)
– read simple sentences in the writing system and other reading strategies (e.g., consider
used in the program; word order) to determine the meaning of
simple sentences;
– demonstrate an understanding of what
they read (e.g., by answering simple ques- – recognize simple sentence patterns that
tions or explaining the meaning of simple have been introduced orally;
sentences); – read simple sentences aloud using pictures.
– participate in structured reading activities
appropriate for the grade (e.g., identify
words or phrases that contain the same
root words);

7. Native-language teachers may wish to approach knowledgeable members of the community for assistance with this
expectation.

25 THE ONTARIO CURRICULUM, GRADES 1–8: NATIVE LANGUAGES, 2001

Writing
By the end of Grade 4, students will:
– write simple sentences in the writing sys-
tem used in the program;
– write simple messages using simple sen-
tences (e.g., I went home);
– participate in structured writing activities
appropriate for the grade (e.g., write
simple sentences that describe a thing or
animal);
– spell words and phrases correctly in simple
sentences, using available resources to con-
firm spelling.

Grammar, Language Conventions, and Vocabulary

Students should develop and apply knowledge of the language elements, vocabulary, and
spelling items listed below through communicative activities in all three strands. The language
elements and vocabulary introduced in a specific grade are not repeated in subsequent grades
unless they are combined with new elements or studied in a new context. This method of cit-
ing language elements and vocabulary is not meant to imply that students will work with the
language elements and vocabulary of a given grade only while they are in that grade. On the
contrary, it is expected that students will continue to work with all the language elements,
vocabulary, and spelling items listed in the document as they advance through the grades, and
that they will apply them in progressively more complex and sophisticated contexts.
Since a number of different Native languages are used in Ontario, the most commonly used
language elements have been selected, and all the examples have been given in English. Native-
language teachers will need to adapt these lists and prepare their own materials to accommodate
the distinctive features of the Native language being studied.

Language elements – imperative plural forms, including inclu-

nouns and pronouns
– formation of the plural of nouns through
the addition of suffixes (e.g., many bottles,
fruits, trees)
– possessive form of nouns (incorporation of
nouns with possessive pronouns) using
new vocabulary (e.g., our jackets, their fishing
gear)
– incorporation of nouns to express ideas of
location (e.g., in front of the house, at the
pond)
verbs
– present, past, and future tenses with plural
pronoun (e.g., they are fishing, they were fish-
ing, they will fish)
sive and exclusive plurals (e.g., sit down
[the person(s) addressed]; let us leave [all of
us, the speaker and his/her companion(s)
and the person(s) addressed]; let us eat [us,
the speaker and his/her companion(s), but
not the person(s) addressed])
syntax
– sentences with singular subject and third-
person plural object (e.g., I see them)
– descriptive sentences (e.g., The bear is
brown)
– locative constructions in sentences
(e.g., Joe is standing behind the desk)
– interrogative sentences (e.g., What colour is
it?)
– simple negative sentences using a pronoun
(e.g., No, it is not; No, she is not eating)

GRADE 4: ORAL COMMUNICATION, READING, AND WRITING 26

 Vocabulary
– numbers from 1 to 1000; numbers to
100,000 by 1000’s
– words used in counting
– words used in measuring (e.g., standard
units of measurement)
– words associated with obtaining food
(e.g., words used in gathering, fishing,
hunting, shopping)

Spelling
– correct spelling of words and phrases in
simple sentences
– use of resources to confirm spelling
(e.g., personal lexicon, classroom-displayed
vocabulary lists, syllabics chart)

27 THE ONTARIO CURRICULUM, GRADES 1–8: NATIVE LANGUAGES, 2001

Grade 5: Oral Communication, Reading, and Writing

Overall Expectations
By the end of Grade 5, students will:
• communicate in various contexts using sentences;
• demonstrate an understanding of spoken language in various contexts, using both verbal and
non-verbal cues;
• demonstrate an understanding of vocabulary and language structures appropriate for this
grade;
• read sentences in the writing system used in the program;
• write sentences in the writing system used in the program;
• demonstrate an appreciation and understanding of aspects of the Native culture under study.8

Specific Expectations
Oral Communication
By the end of Grade 5, students will:
– communicate in various contexts using
basic vocabulary and sentences;
– demonstrate an understanding of various
types of sentences;
– use various types of sentences;
– participate in structured oral language
activities appropriate for the grade
(e.g., form sentences using new vocabulary);
– respond to a variety of oral messages using
sentences.

Reading
By the end of Grade 5, students will: context) to determine the meaning of
– read sentences in the writing system used sentences;
in the program; – recognize sentence patterns and language
– demonstrate an understanding of what structures that have been introduced
they read (e.g., by explaining the meaning orally;
of sentences or paraphrasing sentences); - read sentences aloud using proper intona-
– participate in structured reading activities tion to convey meaning.
appropriate for the grade (e.g., identify
phrases that have the same word parts);
– use visual cues (e.g., pictures, illustrations)
and other reading strategies (e.g., consider

8. Native-language teachers may wish to approach knowledgeable members of the community for assistance with this
expectation.

GRADE 5: ORAL COMMUNICATION, READING, AND WRITING 28

Writing
By the end of Grade 5, students will:
– write sentences in the writing system used
in the program;
– write simple messages using sentences
(e.g., I went home early);
– participate in structured writing activities
appropriate for the grade (e.g., write sen-
tences using specified verb tenses);
– spell words and phrases correctly in sen-
tences, using available resources to confirm
spelling.

Grammar, Language Conventions, and Vocabulary

Students should develop and apply knowledge of the language elements, vocabulary, and
spelling items listed below through communicative activities in all three strands. The language
elements and vocabulary introduced in a specific grade are not repeated in subsequent grades
unless they are combined with new elements or studied in a new context. This method of cit-
ing language elements and vocabulary is not meant to imply that students will work with the
language elements and vocabulary of a given grade only while they are in that grade. On the
contrary, it is expected that students will continue to work with all the language elements,
vocabulary, and spelling items listed in the document as they advance through the grades, and
that they will apply them in progressively more complex and sophisticated contexts.
Since a number of different Native languages are used in Ontario, the most commonly used
language elements have been selected, and all the examples have been given in English. Native-
language teachers will need to adapt these lists and prepare their own materials to accommo-
date the distinctive features of the Native language being studied.

Language elements – sentences with various verb tenses

nouns and pronouns
– possessive form of nouns (incorporation of
nouns with possessive pronouns) using
new vocabulary (e.g., our skates, your ball)
– adjectival constructions (e.g., a small boy,
a big girl)
– various locative constructions (e.g., at the
arena, on the field)
verbs
– verbs used to express adverbial concepts
(e.g., he runs fast, she talks loudly)
– inflection of the independent verb for a
pronoun subject (e.g., I dance, we dance)
syntax
– verb and noun or pronoun agreement in
sentences (e.g., Joe got hurt; He got hurt)
– sentences with plural pronoun subject and
a third-person plural object (e.g., We saw
them at the ball game)
(e.g., She/he scored, so we will probably win)
– sentences with various locative construc-
tions (e.g., They are skating down by the
pond)
– negative sentences with singular pronouns
(e.g., No, she is not the one eating; No, it is
not the one)
Vocabulary
– words used in adding and multiplying
– words associated with such sports as
soccer, skating, lacrosse, and volleyball
– words used in measuring distance, volume,
and weight
Spelling
– correct spelling of words and phrases in
sentences
– use of resources to confirm spelling
(e.g., personal lexicon, classroom-displayed
vocabulary lists, syllabics chart, Native-
language dictionaries)

29 THE ONTARIO CURRICULUM, GRADES 1–8: NATIVE LANGUAGES, 2001

Grade 6: Oral Communication, Reading, and Writing

Overall Expectations
By the end of Grade 6, students will:
• communicate in various contexts and for a variety of purposes;
• demonstrate an understanding of simple oral texts, including short stories;
• demonstrate an understanding of vocabulary and language structures appropriate for this grade;
• demonstrate an understanding of elements of grammar appropriate for this grade;
• read a variety of print materials in the writing system used in the program;
• write for a variety of purposes in the writing system used in the program;
• demonstrate knowledge and understanding of aspects of the Native culture under study.9

Specific Expectations
Oral Communication
By the end of Grade 6, students will: – use the pronunciation used by Native
– participate in simple conversations; speakers in the community;
– demonstrate an understanding of spoken – participate in oral presentations (e.g., pre-
language in various situations and contexts pare a presentation on a Native tradition or
(e.g., summarize a Native story told to the custom).
class by a Native speaker from the
community);
– participate in a variety of structured oral
language activities appropriate for the
grade (e.g., classify nouns as animate or
inanimate, identify kinds of verbs);

Reading
By the end of Grade 6, students will:
– read a variety of simple written texts
(e.g., traditional Native stories and legends,
short stories by Native authors);
– demonstrate an understanding of the infor-
mation and ideas conveyed in written
materials (e.g., identify the main ideas in
short stories);
– participate in a variety of structured read-
ing activities appropriate for the grade
(e.g., identify types of sentences in a writ-
ten text);
– use a variety of reading strategies appro-
priate for the grade (e.g., consider word
endings, word order, context);
– read sentences aloud using proper intona-
tion to convey meaning.

9. Native-language teachers may wish to approach knowledgeable members of the community for assistance with this
expectation.

GRADE 6: ORAL COMMUNICATION, READING, AND WRITING 30

Writing
By the end of Grade 6, students will:
– write a variety of materials (e.g., informal
notes, letters, descriptions), using vocabu-
lary and language structures appropriate
for the grade;
– participate in a variety of structured writ-
ing activities appropriate for the grade
(e.g., describe an experience using differ-
ent verb tenses);
– use correct spelling in their writing, draw-
ing on a variety of resources (e.g., class-
room-displayed vocabulary lists, print and
electronic dictionaries, spell-check feature
of software programs);
– demonstrate knowledge and understand-
ing of aspects of the Native culture studied
in their writing.

Grammar, Language Conventions, and Vocabulary

Students should develop and apply knowledge of the language elements, vocabulary, and
spelling items listed below through communicative activities in all three strands. The language
elements and vocabulary introduced in a specific grade are not repeated in subsequent grades
unless they are combined with new elements or studied in a new context. This method of cit-
ing language elements and vocabulary is not meant to imply that students will work with the
language elements and vocabulary of a given grade only while they are in that grade. On the
contrary, it is expected that students will continue to work with all the language elements,
vocabulary, and spelling items listed in the document as they advance through the grades, and
that they will apply them in progressively more complex and sophisticated contexts.
Since a number of different Native languages are used in Ontario, the most commonly used
language elements have been selected, and all the examples have been given in English. Native-
language teachers will need to adapt these lists and prepare their own materials to accommodate
the distinctive features of the Native language being studied.

Language elements syntax

nouns and pronouns
– gender of nouns (animate and inanimate –
Algonquian; masculine, feminine, and
neuter – Iroquoian)
– various classes of nouns (e.g., nouns that
designate human beings, kin terms, proper
nouns, functional nouns)
– indefinite pronouns (e.g., someone,
something)
verbs
– various kinds of intransitive verbs
– different kinds of past tenses (e.g., immedi-
ate past, recent past, remote past)
conjunctions
– conjunctions used to join simple sentences
(e.g., but, because)
– various interrogative sentences using new
vocabulary (e.g., Could you pass the salt?
What is the name of this fruit?)
– simple negative sentences with plural pro-
nouns (e.g., No, they are not eating)
Vocabulary
– words used in subtraction (e.g., take away,
take from)
– words associated with eating, nutrition,
and table setting
Spelling
– correct spelling of words and phrases
studied
– use of resources to confirm spelling
(e.g., personal lexicon, classroom-displayed
vocabulary lists, print and electronic
dictionaries, syllabics chart, spell-check
feature of software programs)

31 THE ONTARIO CURRICULUM, GRADES 1–8: NATIVE LANGUAGES, 2001

Grade 7: Oral Communication, Reading, and Writing

Overall Expectations
By the end of Grade 7, students will:
• communicate in various contexts and for a variety of purposes;
• demonstrate an understanding of a variety of simple oral texts;
• use correctly the grammar and vocabulary elements specified for this grade;
• read for a variety of purposes in the writing system used in the program, including information
and enjoyment;
• write for a variety of purposes in the writing system used in the program;
• use information technology to communicate in the Native language;
• demonstrate a variety of research skills;
• demonstrate knowledge and understanding of aspects of the Native culture studied.10

Specific Expectations
Oral Communication
By the end of Grade 7, students will: negative constructions, identify and use
– participate in informal conversations as well different kinds of verbs);
as in more formal dialogues (e.g., interview – use the local pronunciation correctly;
a Native speaker from the community on – give oral presentations on aspects of the
some local issue); Native culture studied (e.g., legends, values,
– demonstrate an understanding of a variety traditions).
of short oral texts (e.g., compare short oral
stories, identify ideas in short oral texts);
– participate in a variety of oral language
activities appropriate for the grade
(e.g., identify and use various kinds of

Reading
By the end of Grade 7, students will:
– read a variety of simple written texts
(e.g., short stories by Native authors, local
newsletter in the Native language);
– demonstrate an understanding of the infor-
mation and ideas conveyed in written
materials (e.g., identify the main ideas and
supporting details in short stories);
– participate in a variety of reading activities
appropriate for the grade (e.g., explore the
language patterns in short stories);
– use a variety of reading strategies appro-
priate for the grade (e.g., draw on personal
experience, examine context);
– read sentences aloud using proper intona-
tion to convey meaning.

10. Native-language teachers may wish to approach knowledgeable members of the community for assistance with this
expectation.

GRADE 7: ORAL COMMUNICATION, READING, AND WRITING 32

Writing
By the end of Grade 7, students will:
– write a variety of materials (e.g., sum-
maries of information, dialogues, short
stories);
– participate in a variety of writing activities
appropriate for the grade (e.g., write a dia-
logue based on an interpretation of a short
story);
– use vocabulary and language structures
correctly in their writing;
– use a variety of sentence structures cor-
rectly in their writing;
– use information technology to communi-
cate in the Native language with other
students;
– use correct spelling in their writing, draw-
ing on a variety of resources (e.g., personal
lexicon, classroom-displayed vocabulary
lists, print and electronic dictionaries,
spell-check feature of software programs);
– demonstrate knowledge and understand-
ing of aspects of the Native culture studied
in their writing.

Grammar, Language Conventions, and Vocabulary

Students should develop and apply knowledge of the language elements, vocabulary, and
spelling items listed below through communicative activities in all three strands. The language
elements and vocabulary introduced in a specific grade are not repeated in subsequent grades
unless they are combined with new elements or studied in a new context. This method of cit-
ing language elements and vocabulary is not meant to imply that students will work with the
language elements and vocabulary of a given grade only while they are in that grade. On the
contrary, it is expected that students will continue to work with all the language elements,
vocabulary, and spelling items listed in the document as they advance through the grades, and
that they will apply them in progressively more complex and sophisticated contexts.
Since a number of different Native languages are used in Ontario, the most commonly used
language elements have been selected, and all the examples have been given in English. Native-
language teachers will need to adapt these lists and prepare their own materials to accommodate
the distinctive features of the Native language being studied.

Language elements – uses of various tenses (e.g., present, past,

nouns and pronouns
– pejorative form of nouns – Algonquian
(e.g., useless shoe, old coat)
– incorporation of nouns to express adjecti-
val ideas (e.g., nice house, rotten potatoes)
– the indefinite number form of nouns
(e.g., doors [any number of doors], chairs
[any number of chairs])
– the augmentative form of nouns (e.g., big
table)
verbs
– uses of various kinds of verbs (e.g., transi-
tive, intransitive, voluntative, subjective,
objective)
future)
– various kinds of verbs (animate intransi-
tive, inanimate intransitive, transitive ani-
mate, transitive inanimate) in obviative
constructions – Algonquian
– transitive interactive pronominal prefix
(e.g., she likes me; I saw him)
syntax
– language structures used in various kinds
of negative sentences (e.g., There is no bread
left; They didn’t go to the lake; No one spoke)
– obviative and proximate nouns and pro-
nouns in sentences – Algonquian (e.g.,
Peter talked to Mark while he [Peter] worked)

33 THE ONTARIO CURRICULUM, GRADES 1–8: NATIVE LANGUAGES, 2001

 Vocabulary
– words used in division
– words associated with plants and trees

Spelling
– correct spelling of words and phrases
studied
– use of resources to confirm spelling
(e.g., personal lexicon, classroom-displayed
vocabulary lists, print and electronic dic-
tionaries, spell-check feature of software
programs)
– correct use of diacritical marks – Cree,
Oji-Cree, Iroquoian languages

GRADE 7: ORAL COMMUNICATION, READING, AND WRITING 34

Grade 8: Oral Communication, Reading, and Writing

Overall Expectations
By the end of Grade 8, students will:
• communicate in various contexts and for a variety of purposes;
• demonstrate an understanding of ideas conveyed in various oral texts;
• discuss language structures and their functions;
• read for a variety of purposes in the writing system used in the program, including informa-
tion and enjoyment;
• write in a variety of forms and for a variety of purposes using the writing system used in the
program;
• use correctly the grammar and vocabulary elements specified for this grade;
• use information technology to communicate in the Native language;
• demonstrate a variety of research skills;
• demonstrate knowledge and understanding of various aspects of the Native culture under
study.11

Specific Expectations
Oral Communication
By the end of Grade 8, students will: – participate in a variety of oral language
– express ideas, feelings, and opinions in activities appropriate for the grade
conversations; (e.g., describe personal experiences, play
games using the language);
– use compound and complex sentences in
conversations and discussions (e.g., If it – give oral presentations on aspects of the
rains, I will sleep; If it rains, I will take the Native culture studied, using information
clothes off the clothesline so they won’t get wet) gathered through research (e.g., give a talk
on Native values and traditions based on
– demonstrate an understanding of oral
interviews with speakers of the Native lan-
language in a variety of situations (e.g., by
guage in the community).
following detailed instructions, by summa-
rizing information given in audio and
video presentations);
– demonstrate an understanding of a variety
of language structures, including contrac-
tions, used by Native speakers;

11. Native-language teachers may wish to approach knowledgeable members of the community for assistance with this
expectation.

35 THE ONTARIO CURRICULUM, GRADES 1–8: NATIVE LANGUAGES, 2001

Reading
By the end of Grade 8, students will:
– read a variety of written texts (e.g., works
by Native authors, Native legends, articles
dealing with Native values);
– demonstrate an understanding of the infor-
mation and ideas conveyed in written
materials (e.g., identify the main ideas and
supporting details in short stories and
information materials);
– participate in a variety of reading activities
appropriate for the grade (e.g., identify
specific language structures in texts and
discuss their uses, summarize detailed writ-
ten instructions such as those given in a
recipe);
Writing
By the end of Grade 8, students will:
– write for a variety of purposes using dif-
ferent forms (e.g., write a letter to com-
municate thoughts and feelings; write a
composition to describe a personal experi-
ence; write a radio or television news
report to present an analysis of an issue
related to Native youth; write a story to
illustrate how Native people view the rela-
tionship between humans and the land);
– use all the steps of the writing process to
produce a polished piece of writing;
– use correctly the language structures and
vocabulary specified for this grade;
– use information technology to communi-
cate in the Native language with other
students;
GRADE 8: ORAL COMMUNICATION, READING, AND WRITING
– read independently using various reading
strategies (e.g., draw on personal experi-
ence, use verbal cues, analyse context) to
determine meaning;
– read their own work aloud, as well as the
work of their peers, using proper
pronunciation;
– use various sources to locate reading mate-
rials in the Native language.
– use information technology to enhance
their writing (e.g., create visual material
for a presentation on a topic related to the
Native culture under study);
– use correct spelling in their writing, draw-
ing on a variety of resources (e.g., personal
lexicon, classroom-displayed vocabulary
lists, electronic dictionaries, spell-check
feature of software programs);
– demonstrate knowledge and understand-
ing of various aspects of the Native culture
sudied in their writing.
36
Grammar, Language Conventions, and Vocabulary
Students should develop and apply knowledge of the language elements, vocabulary, and
spelling items listed below through communicative activities in all three strands. The language
elements and vocabulary introduced in a specific grade are not repeated in subsequent grades
unless they are combined with new elements or studied in a new context. This method of cit-
ing language elements and vocabulary is not meant to imply that students will work with the
language elements and vocabulary of a given grade only while they are in that grade. On the
contrary, it is expected that students will continue to work with all the language elements,
vocabulary, and spelling items listed in the document as they advance through the grades, and
that they will apply them in progressively more complex and sophisticated contexts.
Since a number of different Native languages are used in Ontario, the most commonly used
language elements have been selected, and all the examples have been given in English. Native-
language teachers will need to adapt these lists and prepare their own materials to accommodate
the distinctive features of the Native language being studied.

Language elements
nouns and pronouns
– proximate and obviative forms of personal
pronouns (third-person singular and plural)
– Algonquian
– various locative constructions (e.g., I left her
behind, he works somewhere else)
– possessive form of independent nouns
verbs
– various kinds of conjunct verbs –
Algonquian (e.g., verbs in interrogative
sentences, content questions, complex
sentences, conditional clauses)
– active and passive voice
– imperative inflections
interrogative constructions
– language structures used to form questions
(e.g., How did it happen? When did it happen?
Where did it happen? Why did it happen?
What happened?)
syntax
– obviative constructions with nouns and
pronouns – Algonquian (e.g., John saw Fred
as he [John] was walking on the road)
Vocabulary
– words associated with outdoor and leisure
activities, current events
Spelling
– correct spelling of words and phrases
studied
– use of sounds and their related spelling
patterns in the language studied
– use of resources to confirm spelling
(e.g., personal lexicon, classroom-displayed
vocabulary lists, print and electronic dic-
tionaries, spell-check feature of software
programs)

particles
– interrogative and locative particles
– use of particles as adverbs – to express
time, manner, degree, and quantity
(e.g., early in the morning; very, really; some,
few)
– use of particles as conjunctions – to join
together sentences, clauses, phrases, or
words (e.g., I’ll see him if he comes; Her coat
and hat were found but not her shoes)

37 THE ONTARIO CURRICULUM, GRADES 1–8: NATIVE LANGUAGES, 2001

Explanatory Notes
The following definitions and explanations
of terms are intended to help teachers and
parents use this document.
Active voice. A form of the verb indicating
that the subject of the sentence is perform-
ing or causing the action expressed by the
verb (e.g., the boy threw the ball ). See also
Passive voice.
Affix. A word element consisting of a letter
or combination of letters that is added to a
word stem and that modifies the meaning of
the word. Affixes convey grammatical infor-
mation and, through this information, mean-
ing. An affix can take the form of a prefix,
infix, or suffix. See also Prefix, Infix, and
Suffix.
Agreement. A grammatical relationship
between key words in a phrase or sentence.
Words that are in such a relationship to one
another must have the same number, gender,
case, and person, and are described as agreeing
in number, gender, case, and person.
Algonquian languages. A family of Native
languages in Ontario. The languages in the
Algonquian group include Cree, Delaware,
Odawa, Ojibwe, Oji-Cree, and Potawatomi.
Animate intransitive verb – VAI (Algon-
quian). An intransitive verb that typically
has an animate subject and no object. See
also Inanimate intransitive verb – VII,
Transitive animate verb – VTA, and
Transitive inanimate verb – VTI.
Augmentative suffix (Iroquoian). A suffix
added to a noun to indicate that the thing
referred to is of large size.
Bound locative affix. A prefix or suffix
attached to a noun to indicate location. See
also Locative affix.
Classification. The grouping of parts of
speech into classes by grammatical function.
For example, nouns, pronouns, verbs, and
particles represent different classes of words,
each having a specific grammatical function.
Clause. A group of words that includes a
subject and predicate, and that forms part of
a sentence.
Cluster. Two or more successive consonants
with a vowel (or a double vowel, in Algon-
quian languages) that are considered one
sound.
Complex sentence. A sentence consisting
of a main clause and one or more subordi-
nate clauses.
Compound sentence. A sentence contain-
ing two or more main clauses or complete
thoughts.
Conjugation. The inflection of a verb. A
verb can be inflected to show person (first,
second, or third person), number (singular or
plural), and tense (past, present, or future).
When a verb is inflected, its basic form is
altered through the addition of affixes indi-
cating person, number, tense, and verb order.
See also Inflection.
Conjunct order of the verb (Algon-
quian). One of the three main verb orders
in Algonquian languages (the other two are
the independent order and the imperative
order), having its own paradigm of inflec-
tional affixes. The conjunct order is used for
a variety of purposes in the different Algon-
quian languages, but occurs most often in
content questions (questions beginning with
question words such as who, where, what,
when) and in subordinate clauses of various
types. See also Independent order of the
verb and Imperative order of the verb.
38
 Contraction (Iroquoian). A word resulting
from the omission of letters or sounds in a
longer word or sequence of words.
Cues, non-verbal/visual. Aspects of com-
munication that convey meaning without
the use of words. Non-verbal cues occur-
ring in oral communication include facial
expressions, gestures, and body language;
non-verbal visual cues found in written
communication include illustrations, type-
face, and punctuation.
Cues, verbal. Aspects of spoken language
that convey meaning (e.g., tone of voice,
intonation, inflection).
Demonstrative pronoun. A pronoun that
points out or designates the person(s) or
thing(s) referred to. This, that, these, and those
are demonstrative pronouns.
Diacritical mark (Cree, Oji-Cree, and
Iroquoian languages). A symbol added to a
letter to indicate a special phonetic value, or
mode of pronunciation. Diacritical marks help
the reader to determine the correct pronun-
ciation of a word and to distinguish between
words that are otherwise graphically identi-
cal (e.g., oká:ra [story] and okà:ra [eye] –
Mohawk).
Dialect. One of the existing varieties of a
language, distinguished by pronunciation,
grammar, or vocabulary.
Diminutive affix. An affix added to a noun
to indicate that the thing referred to is small.
Double-verb construction (Algonquian).
A sentence having two verbs joined by a
conjunction.
Dubitative verb. A form of the verb that
indicates doubt or uncertainty about the
action or state expressed by the verb
(e.g., somebody must have pushed him ).
Exclusive plural. A first-person plural form
of the verb indicating that the person being
spoken to is excluded from the action of the
verb (e.g., we [the person speaking and
his/her companion(s), but not you, the per-
son(s) being addressed] must leave now ). See
also Inclusive plural.
39 THE ONTARIO CURRICULUM, GRADES 1–8: NATIVE LANGUAGES, 2001
Formal noun. A noun that identifies an
object or person and that functions like a
proper noun in English.
Functional noun. A noun that describes
an object by its function, appearance, texture,
sound, or taste (e.g., computer, refrigerator ).
Regardless of which of these aspects it
describes, a functional noun focuses on the
use of the object referred to.
Gender. A grammatical category used for
classifying nouns and words that refer to
them (e.g., pronouns). The gender of a noun
is often, but not necessarily, based on such
characteristics as sex or animacy. The gender
categories in Native languages are: mascu-
line, feminine, and neuter for Iroquoian lan-
guages, and animate and inanimate for
Algonquian languages.
Gender, animate (Algonquian). A gram-
matical category that includes nouns that
refer to living things (e.g., man, bird, tree ) and
nouns that refer to non-living things classi-
fied as living (e.g., drum, pipe, feather ).
Gender, inanimate (Algonquian). A
grammatical category that includes nouns
that refer to living things classified as non-
living (e.g., parts of the body ) and nouns that
refer to non-living things classified as non-
living (e.g., cup, chair ).
Grammatical convention. An accepted
practice or rule in the use of language.
Imperative order of the verb. One of the
main verb orders in Native languages, having
its own paradigm of inflectional affixes. The
imperative order is used to give commands
and to express requests.
Inanimate intransitive verb – VII
(Algonquian). An intransitive verb that
typically has an inanimate subject and no
object.
Inclusive plural. A first-person plural form
of the verb indicating that the person being
spoken to is included in the action of the
verb (e.g., we [the person speaking and the
person(s) being addressed] must leave now).
See also Exclusive plural.
 Incorporation. A grammatical structure in
which two or more parts of speech are
incorporated into one word to convey a spe-
cific meaning. See also Independent noun
(Iroquoian).
Indefinite number suffix. A suffix added
to a plural noun to indicate that the things
referred to are indefinite in number. The
idea conveyed by the suffix is best expressed
in English by some or any.
Indefinite pronoun. A pronoun that does
not have a specific referent or that refers to
an unspecified person or thing. Someone, any-
one, no one, something, anything, and nothing are
indefinite pronouns.
Independent noun or pronoun
(Iroquoian). A noun or pronoun that car-
ries its meaning independently. See also
Incorporation.
Independent order of the verb. One of
the main verb orders in Native languages,
having its own paradigm of inflectional
affixes. A verb in the independent order is
usually the main verb in a statement or
yes/no question, and expresses a complete
thought without modifying clauses. See also
Conjunct order of the verb (Algonquian).
Infix. An affix inserted in a noun, pronoun,
or verb to modify its meaning.
Inflection. The addition of affixes to the
basic form of a word (e.g., a verb, noun, or
pronoun), according to a set pattern or para-
digm, to convey such grammatical informa-
tion as number, person, gender, or tense, or
to indicate various grammatical relationships
or functions. See also Conjugation.
Intensive pronoun. A pronoun used to
focus on a particular noun, often to draw
attention to a person or thing previously
mentioned (e.g., it’s him; he’s the one ).
Interrogative pronoun. A pronoun used in
questions that aim to ascertain the identity of
a person or thing. Who, which, and what are
interrogative pronouns.
Interrogative verb (Algonquian). The
form of a verb used in a sentence that asks a
question.
EXPLANATORY NOTES
Intonation. The use of variations in pitch,
or voice levels, to convey meaning. For
example, the rise in voice level at the end of
a statement such as You went out will turn the
statement into a question (You went out? ).
Intransitive verb. A verb that does not
require or that cannot take an object (e.g.,
run, sleep). Compare with Transitive verb.
Iroquoian languages. A family of Native
languages in Ontario. The languages in the
Iroquoian group include Cayuga, Mohawk,
Oneida, Onondaga, Seneca, and Tuscarora.
Irregular verb. A verb that does not have a
fixed, constant pattern of inflections. See also
Regular verb.
Joiner word. A word used to join together
sentences, clauses, phrases, or words. Articles,
conjunctions, and particles can function as
joiner words. See also Particle.
Kinship term. A word that denotes family
relationship (e.g., father, aunt, uncle).
Language pattern. The typical pattern into
which words are arranged in phrases and
sentences. For example, the phrase that man,
made up of a demonstrative + noun, repre-
sents a language pattern. The words can
change, in keeping with the context and the
meaning intended, but the pattern will
remain the same: this girl, that woman, those
houses. The grammatical principles involved
will also remain constant; in each case, the
demonstrative will agree with the noun in
gender and number.
The basic principles underlying the most
common language patterns will apply, at least
to some extent, to the different Native lan-
guages. The arrangement of words in phrases
and sentences, however, may vary consider-
ably from language to language.
Locative affix. A prefix or suffix attached to
a noun to indicate the location of an object
in relation to the object designated by the
noun in the locative form. For example, in
the sentence The chair is on the table, the word
table will have a locative suffix. See also
Bound locative affix and Translocative
prefix (Iroquoian).
40
 Negation or negative statement. A
process or statement expressing denial,
refusal, or contradiction (e.g., she’s not sick, we
will not wait, it’s not black ). In Native lan-
guages, negation is expressed through nega-
tive affixes or particles.
Noun. A word that identifies, or names, a
person, place, thing, or idea.
Noun incorporation. The incorporation
of a noun into a word of another category
(e.g., a verb) in order to convey some piece
of information about the noun, such as pos-
session (my hat ) or an attribute (yellow car ).
Number. A grammatical category that
applies to nouns, pronouns, and any words
agreeing with them, and that indicates how
many persons or things are being referred to.
Native languages have three number cate-
gories: singular (when only one person or
thing is referred to), dual (when exactly two
persons or things are referred to), and plural
(when more than two persons or things are
referred to).
Object. A noun or noun equivalent (pro-
noun, noun clause) that receives or is
affected by the action of a verb within a sen-
tence. The noun or noun equivalent that fol-
lows a transitive verb is the object of the
verb. See also Subject.
Objective verb (Iroquoian). A verb that
has an intransitive pronominal prefix indicat-
ing that the subject has little control over the
action or state described by the verb
(e.g., I’m sick). The pronominal prefixes of
objective verbs are termed patient pronominals.
See also Subjective verb (Iroquoian).
Obviative suffix (Algonquian). A suffix
added to a noun and words related to it
(demonstrative, verb) to distinguish between
two or more third persons in a sentence. For
example, in the sentence John saw Fred, the
first third person – John – is considered the
primary person and is called the proximate
noun; the second third person – Fred – is
considered the secondary person and is called
the obviative noun. The noun designating the
secondary person will have an obviative suf-
fix. See also Proximate suffix (Algonquian).
41 THE ONTARIO CURRICULUM, GRADES 1–8: NATIVE LANGUAGES, 2001
Orthography. A writing system in which
the sounds of a language are represented by
letters or symbols. Native languages are
written using either the Roman alphabet or
syllabic symbols.
Particle. A short word or part of speech that
has a single constant form that remains unin-
flected. Particles have various functions and
meanings; for example, they can act as
prepositions, conjunctions, or adverbs.
Passive voice. A form of the verb indicating
that the subject of the sentence receives or is
affected by the action expressed by the verb
(e.g., the ball was thrown by the boy). Compare
with Active voice.
Pejorative suffix. A suffix added to a noun
to indicate that the object referred to is
unattractive or useless (e.g., she threw out that
[old, worn-out] sweater ).
Person. A grammatical category that applies
to pronouns and verbs related to them, and
that indicates the relationship in which the
person or thing referred to stands with
respect to the speaker. The first person sin-
gular – I – is the person speaking; the sec-
ond person singular – you – is the person or
thing spoken to; and the third person singu-
lar – he/she – is the person spoken of. The
plural forms are we, you, and they.
Personal pronoun. A word that stands in
place of a person and that indicates the rela-
tionship in which that person stands with
respect to the speaker. I, the first-person sin-
gular personal pronoun, is the speaker; you,
the second-person singular personal pro-
noun, is the person spoken to; and he/she,
the third-person singular personal pronoun,
is the person spoken of. The plural forms of
the personal pronoun are we, you, and they.
Phonics. The sound system of a language;
the representation of the sounds of a lan-
guage by symbols.
Plural. The form of a noun, pronoun, or
verb indicating that more than one person or
thing is referred to.
 Pluralizer suffix (Iroquoian). A suffix
added after the locative suffix on a noun to
indicate that more than one thing is referred
to and that these things are scattered over the
area or location referred to (e.g., the ants were
running all over the chair; there are animals
throughout the forest).
Possessive affix. A prefix or suffix that
indicates ownership or possession.
Prefix. An affix added to the front of a word
stem to modify its meaning. Nouns, pro-
nouns, and verbs can take on prefixes.
Preterit noun (Algonquian). The form of
a noun that indicates past state or absence.
For example, a preterit suffix added to a
noun that refers to a person indicates that
the person is deceased (e.g., my late grandfa-
ther ); a preterit suffix added to a noun that
refers to a thing indicates that the thing is
missing or no longer usable (e.g., the bag I
used to have ).
Preterit verb (Algonquian). The form of
a verb used to emphasize completed action –
that is, action performed in the past and not
continuing into the present (e.g., I had been
there ).
Pronominal prefix. A prefix that appears
on most nouns and on all verbs. These pre-
fixes carry the meaning conveyed by pro-
nouns in other languages.
Pronoun. A word that acts as a substitute
for a noun or noun phrase and designates a
person or thing that has already been speci-
fied or is understood from the context.
Proximate suffix (Algonquian). A suffix
added to a noun and words related to it
(demonstrative, verb) to distinguish between
two or more third persons in a sentence. For
example, in the sentence John saw Fred, the
first third person – John – is considered the
primary person and is called the proximate
noun; the second third person – Fred – is
considered the secondary person and is
called the obviative noun. The noun designat-
ing the primary person will have a proxi-
mate suffix. See also Obviative suffix.
EXPLANATORY NOTES
Quantifier (Algonquian). A particle that
describes number or quantity. See also
Particle.
Reciprocal verb (Algonquian). A verb
that is inflected to indicate that the action of
the verb is reciprocal or mutual (e.g., we help
each other ).
Reflexive verb (Algonquian). A verb that
is inflected to indicate that the action of the
verb is directed by the subject at himself or
herself (e.g., he/she talks to himself/herself ).
Regular verb. A verb that has a fixed, con-
stant pattern of inflections. See also Irregular
verb.
Simple narrative. A story or account (of
experiences, events, etc.) using familiar
vocabulary and phrases.
Singular. The form of a noun, pronoun, or
verb indicating that only one person or
thing is referred to.
Stem. The part of a word that typically car-
ries the basic meaning of the word and to
which prefixes and suffixes are added.
Stress mark (Cree, Oji-Cree, Iroquoian
languages). A mark added to the sound or
syllable that should be spoken most force-
fully in a word or phrase.
Subject. The noun or noun equivalent
(pronoun, noun clause) that performs the
action of the verb or that is described by the
verb. See also Object.
Subjective verb (Iroquoian). A verb that
has an intransitive pronominal prefix indicat-
ing that the subject or doer of the action is
actively or voluntarily involved in the action
(e.g., I dance ). The pronominal prefixes of
subjective verbs are termed agent pronominals.
See also Objective verb (Iroquoian).
Suffix. An affix added to the end of a word
stem to modify its meaning. Nouns, pro-
nouns, and verbs can take on suffixes.
Syllabic alphabet. A writing system in
which sounds are represented by symbols.
Native languages may be written using
either the Roman or the syllabic alphabet.
42
 Tense. The form of a verb that indicates the
time (e.g., present, past, future) of the action
or state described by the verb.
Total Physical Response – TPR. The
term used for a learning activity in which
students respond to the verbal commands of
the teacher by performing the actions speci-
fied in the commands (e.g., sit down, stand up,
close the door).
Transitive animate verb – VTA (Algon-
quian). A transitive verb that typically has an
animate object. The subject is usually
animate.
Transitive inanimate verb – VTI (Algon-
quian). A transitive verb that typically has
an inanimate object. The subject is usually
animate.
Transitive interactive pronominal pre-
fix. A prefix that occurs on verbs that refer
to both a subject – the person carrying out
the action – and an object – the person
towards whom the action is directed
(e.g., I touch her, she sees him).
43 THE ONTARIO CURRICULUM, GRADES 1–8: NATIVE LANGUAGES, 2001
Transitive verb. A verb that can take or that
typically takes an object (e.g., take, comb, put
down ).
Translocative prefix (Iroquoian). A prefix
attached to a verb to describe motion away
from some reference point, usually the
speaker (e.g., he ran away from me ). With
some verbs, the translocative prefix indicates
that the action of the verb takes place at
some distance or far away from the speaker
(e.g., he went ahead, he lives far away ). See also
Locative affix.
Verb. A word that describes an action,
occurrence, or state of being.
Voluntative verb (Algonquian). The form
of the verb that expresses desire, intention, or
future time. This form is also called intentive.
Word pattern. The particular arrangement
of a group of words that have elements in
common with respect to meaning, spelling,
and/or sound.
The Ministry of Education wishes to acknowledge
the contribution of the many individuals, groups, and
organizations that participated in the development
and refinement of this curriculum policy document.

44
 Printed on recycled paper

01-029

ISBN 0-7794-1380-6

© Queen’s Printer for Ontario, 2001