Curriculum Connections

Reading Overall Expectations

1. Reading for Meaning: read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning;
2. Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
3. Reading With Fluency: use knowledge of words and cueing systems to read fluently;

Reading Specific Expectations

• 1.1 read a variety of student- and teacher-selected texts from diverse cultures and historical periods, identifying specific purposes for reading.
• 1.2 select and use appropriate reading comprehension strategies before, during, and after reading to understand texts, including increasingly complex texts.
• 1.3 identify the most important ideas and supporting details in texts, including increasingly complex texts.
• 1.4 make and explain inferences about texts, including increasingly complex texts, supporting their explanations with well-chosen stated and implied ideas from the texts.
• 1.5 extend understanding of texts, including increasingly complex texts, by making appropriate connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them.
• 1.6 analyse texts in terms of the information, ideas, issues, or themes they explore, examining how various aspects of the texts contribute to the presentation or development of these elements.
• 1.7 evaluate the effectiveness of texts, including increasingly complex texts, using evidence from the text to support their opinions Critical Literacy.
• 1.8 identify and analyse the perspectives and/or biases evident in texts, including increasingly complex texts, and comment on any questions they may raise about beliefs, values, identity, and power
• 2.1 identify a variety of characteristics of literary, informational, and graphic text forms and explain how they help communicate meaning.
• 2.2 identify a variety of text features and explain how they help communicate meaning.
• 2.3 identify a variety of elements of style in texts and explain how they help communicate meaning and enhance the effectiveness of the texts.
• 3.1 automatically understand most words in a variety of reading contexts.
• 3.2 use appropriate decoding strategies to read and understand unfamiliar words.
• 3.3 identify and use a variety of strategies to expand vocabulary.

Writing Overall Expectations

1. Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience;
2. Using Knowledge of Form and Style: draft and revise their writing, using a variety of literary, informational, and graphic forms and stylistic elements appropriate for the purpose and audience;
3. Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively

Writing Specific Expectations

• 1.1 identify the topic, purpose, and audience for a variety of writing tasks
• 1.2 generate, expand, explore, and focus ideas for potential writing tasks, using a variety of strategies and print, electronic, and other resources, as appropriate
• 1.3 locate and select information to appropriately support ideas for writing, using a variety of strategies and print, electronic, and other resources, as appropriate
• 1.4 identify, sort, and order main ideas and supporting details for writing tasks, using a variety of strategies and organizational patterns suited to the content and the purpose for writing
• 1.5 determine whether the ideas and information gathered are relevant to the topic, accurate, and complete and appropriately meet the requirements of the writing task
• 2.1 write for different purposes and audiences using a variety of literary, graphic, and informational forms
• 2.2 establish a distinctive voice in their writing, modifying language and tone skilfully to suit the form, audience, and purpose for writing
• 2.3 use appropriate descriptive and evocative words, phrases, and expressions to make their writing clear, vivid, and interesting for their intended audience
• 2.4 write complete sentences that communicate their meaning clearly and accurately, varying sentence type, structure, and length to suit different purposes and making smooth and logical transitions between ideas
• 2.5 explain how their own beliefs, values, and experiences are revealed in their writing
• 2.6 revise drafts to improve the content, organization, clarity, and style of their written work, using a variety of teacher-modelled strategies
• 2.7 produce revised drafts of texts, including increasingly complex texts, written to meet criteria identified by the teacher, based on the curriculum expectations
• 3.1 use knowledge of spelling rules and patterns, a variety of resources, and appropriate strategies to recognize and correct their own and others’ spelling errors
• 3.2 build vocabulary for writing by confirming word meaning(s) and reviewing and refining word choice, using a variety of resources and strategies, as appropriate for the purpose
• 3.3 use punctuation correctly and appropriately to communicate their intended meaning
• 3.4 use grammar conventions correctly and appropriately to communicate their intended meaning clearly and fluently
• 3.5 proofread and correct their writing, using guidelines developed with the teacher and peers
• 3.6 use a variety of presentation features, including print and script, fonts, graphics, and layout, to improve the clarity and coherence of their work and to heighten its appeal for their audience
• 3.7 produce pieces of published work to meet criteria identified by the teacher, based on the curriculum expectations