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The Ontario Curriculum, Grades 1-8, Language

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The Ontario Curriculum, Grades 1-8, Language 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 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 http://www.edu.gov.on.ca. 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. 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 lan- guage 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 man- uals. They develop an awareness of how language is used in different formal and infor- mal 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 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. 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 follow- ing 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; Language | think critically; understand that all texts advance a particular point of view that must be recog- nized, 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,THE ONTARIO GRADES 1–8 1. The word text is used in this document in its broadest sense, as a means of communication that uses words, graphics, sounds, and/or images, in print, oral, visual, or electronic form, to present information and ideas to an audience. 4 Media Literacy. These areas of learning are closely interrelated, and the knowledge and skills described in the four strands are interdependent and complementary. Teachers are expected to plan activities that blend expectations from the four strands in order to pro- vide students with the kinds of experiences that promote meaningful learning and that help students recognize how literacy skills in the four areas reinforce and strengthen one another. The study of language and the acquisition of literacy skills are not restricted to the lan- guage program, and this curriculum promotes the integration of the study of language with the study of other subjects. Examples are used throughout this document that illus- trate ways in which teachers can achieve this goal in the classroom. The language curriculum is also based on the understanding that students learn best when they can identify themselves and their own experience in the material they read and study at school. Students in Ontario come from a wide variety of backgrounds, each with his or her own set of perspectives, strengths, and needs. Instructional strategies and resources that recognize and reflect the diversity in the classroom and that suit individual strengths and needs are therefore critical to student success. Reading activities should expose students to materials that reflect the diversity of Canadian and world cultures, including those of Aboriginal peoples. Students need to become familiar with the works of recognized writers from their own and earlier eras. By reading a wide range of materials and being challenged by what they read, students become receptive to new and widely varying ideas and perspectives and develop their ability to think independently and critically. It is also important to give students opportu- nities to choose what they read and what they write about, in order to encourage the development of their own interests and pursuits. In recent years, research has shown that effective readers and writers unconsciously use a range of skills and strategies as they read and write, and that these strategies and skills can be identified and taught to enable all students to become effective communicators. The language curriculum focuses on comprehension strategies for listening, viewing, and reading; on the most effective reading and writing processes; on skills and techniques for effective oral and written
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