The Ontario Curriculum, Grades 1-8, Language [revised] 2006
Ministry of Education
REVISED
The Ontario Curriculum Grades 1-8
Language
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
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 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 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 expectations outlined in this document.
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. 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 language in the elementary grades, they do more than master the basic skills. 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 manuals. They develop an awareness of how language is used in different formal and informal situations. 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.
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 understanding 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.
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. 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 following characteristics.
Successful language learners: understand that language learning is a necessary, life-enhancing, reflective process; communicate ? that is, read, listen, view, speak, write, and represent ? effectively and with confidence; make meaningful connections between themselves, what they encounter in texts, and the world around them; think critically; understand that all texts advance a particular point of view that must be recognized, questioned, assessed, and evaluated; appreciate the cultural impact and aesthetic power of texts; use language to interact and connect with individuals and communities, for personal growth, and for active participation as world citizens.
This curriculum organizes the knowledge and skills that students need to become literate in four strands, or broad areas of learning ? Oral Communication, Reading, Writing, and
THE ONTARIO CURRICULUM, GRADES 1?8 | Language
1. The word text is used in this document in its broadest sense, as a means of communication that uses words, graphics,
4
sounds, and/or images, in print, oral, visual, or electronic form, to present information and ideas to an audience.
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