The Ontario Curriculum, Grades 1-8, Language [revised] 2006

1 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. CONTENTS. INTRODUCTION 3. The Importance of Literacy, Language , and the Language curriculum .. 3. Principles Underlying the Language curriculum .. 4. Roles and Responsibilities in Language Education .. 6. THE PROGRAM IN Language EDUCATION 8. curriculum Expectations .. 8. Strands in the Language curriculum .. 9. ASSESSMENT AND EVALUATION OF.

2 STUDENT ACHIEVEMENT 15. Basic Considerations .. 15. The Achievement Chart for Language .. 17. SOME CONSIDERATIONS FOR. PROGRAM PLANNING 22. Instructional Approaches .. 22. Cross-Curricular and Integrated Learning .. 23. Planning Language Programs for Students With Special Education Needs .. 24. Planning Language Programs for English Language Learners .. 26. Antidiscrimination Education in the Language Program .. 28. Numeracy and Inquiry/Research Skills .. 29. The Role of the School Library in Language Programs .. 30. The Role of Technology in Language Education.

3 30. Guidance and Language Education .. 31. Health and Safety in Language Education .. 31. This publication is available on the Ministry of Education's website, at OVERVIEW OF Grades 1 TO 3 32. Grade 1 .. 35. Grade 2 .. 49. Grade 3 .. 63. OVERVIEW OF Grades 4 TO 6 77. Grade 4 .. 79. Grade 5 .. 93. Grade 6 .. 107. OVERVIEW OF Grades 7 AND 8 121. Grade 7 .. 123. Grade 8 .. 137. GLOSSARY 151. INTRODUCTION. This document replaces The Ontario curriculum , Grade 1 8: Language , 1997. Beginning in September 2006, all Language programs for Grades 1 to 8 will be based on the expecta- tions outlined in this document.

4 THE IMPORTANCE OF LITERACY, Language , AND THE Language curriculum . Literacy is about more than reading or writing it is about how we communicate in society. It is about social practices and relationships, about knowledge, Language and culture. Those who use literacy take it for granted but those who cannot use it are excluded from much communication in today's world. Indeed, it is the excluded who can best appreciate the notion of literacy as freedom . UNESCO, Statement for the United Nations Literacy Decade, 2003 2012. Literacy development lies at the heart of the Grade 1 8 Language curriculum .

5 Literacy learning is a communal project and the teaching of literacy skills is embedded across the curriculum ; however, it is the Language curriculum that is dedicated to instruction in the areas of knowledge and skills listening and speaking, reading, writing, and viewing and representing on which literacy is based. Language development is central to students' intellectual, social, and emotional growth, and must be seen as a key element of the curriculum . When students learn to use lan- guage in the elementary Grades , they do more than master the basic skills.

6 They learn to value the power of Language and to use it responsibly. They learn to express feelings and opinions and, as they mature, to support their opinions with sound arguments and research. They become aware of the many purposes for which Language is used and the diverse forms it can take to appropriately serve particular purposes and audiences. They learn to use the formal Language appropriate for debates and essays, the narrative Language of stories, the figurative Language of poetry, the technical Language of instructions and man- uals. They develop an awareness of how Language is used in different formal and infor- mal situations.

7 In sum, they come to appreciate Language both as an important medium for communicating ideas and information and as a source of enjoyment. Language is the basis for thinking, communicating, and learning. Students need Language skills in order to comprehend ideas and information, to interact socially, to inquire into areas of interest and study, and to express themselves clearly and demonstrate their learning. Learning to communicate with clarity and precision, orally, in writing, and through a variety of media, will help students to thrive in the world beyond school.

8 Language is a fundamental element of identity and culture. As students read and reflect on a rich variety of literary, informational, and media texts,1 they develop a deeper under- standing of themselves and others and of the world around them. If they see themselves and others in the texts they read and the oral and media works they engage in, they are able to feel that the works are genuinely for and about them and they come to appreciate the nature and value of a diverse, multicultural society. They also develop the ability to understand and critically interpret a range of texts and to recognize that a text conveys one particular perspective among many.

9 Language skills are developed across the curriculum and, cumulatively, through the Grades . Students use and develop important Language skills as they read and think about topics, themes, and issues in various subject areas. Language facility helps students to learn in all subject areas, and using Language for a broad range of purposes increases both their ability to communicate with precision and their understanding of how Language works. Students develop flexibility and proficiency in their understanding and use of Language over time. As they move through the Grades , they are required to use Language with ever greater accuracy and fluency in an ever-expanding range of situations.

10 They are also expected to assume responsibility for their own learning and to apply their Language skills in more challenging and complex ways. PRINCIPLES UNDERLYING THE Language curriculum . The Language curriculum is based on the belief that literacy is critical to responsible and productive citizenship, and that all students can become literate. The curriculum is designed to provide students with the knowledge and skills that they need to achieve this goal. It aims to help students become successful Language learners, who share the follow- ing characteristics.