Grades 1 to 10 Ontario Revised Language Curriculum Cross Grade Comparison Charts - Niagara Catholic District School Board
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Grades 1 to 10 Ontario Revised Language Curriculum
Cross Grade Comparison Charts
Niagara Catholic District School Board
Program Department
June 2009
Niagara Catholic District School Board Program Department June 2008 1Purpose:
¾ To provide an at-a-glance overview of all the specific expectations for each grade level.
¾ To assist teachers in clarifying what to teach, model and practice at a specific grade.
¾ To support planning of classroom instruction.
¾ To provide teachers with a developmental educational continuum.
Formatting:
Distinctions between the grade-to-grade specific expectations have been bolded and italicized so teachers can distinguish the similarities and/or differences.
Application:
¾ To facilitate curriculum planning for combined grades.
¾ To assist teachers’ planning and to facilitate the transition and alignment of skills and strategies from grade to grade.
¾ To ensure teachers are addressing the specific expectations at the grade level they are teaching. This will help ensure the program is developmentally appropriate and will allow teachers to delve
deeper at their grade level.
¾ To facilitate Teaching-Learning Critical Pathways (TLCP) and to support the School Effectiveness Framework (SEF) by encouraging the clustering of expectations and assisting in the development
of a deeper knowledge of the curriculum.
Application in the Early Years:
Early Years teachers have also been provided with this Scope and Sequence in order to help ensure that a developmentally appropriate program is being provided in Junior and Senior Kindergarten. The
information provided in this Scope and Sequence document supports teachers’ knowledge of the connection between grades in the Language document.
Niagara Catholic District School Board Program Department June 2008 2ORAL COMMUNICATION By the end of their grade the students will:
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Listening to Understand (Overall Expectations 1)
1.1 – Purpose identify purposes for identify purposes for identify purposes for identify purposes for identify a range of identify a range of identify a range of identify a range of
listening in a few different listening in a variety of listening in a variety of listening in a variety of purposes for listening in a purposes for listening in a purposes for listening in a purposes for listening in a
situations, formal and situations, formal and situations, formal and situations, formal and variety of situations, variety of situations, variety of situations, variety of situations,
informal informal, and set informal, and set personal informal, and set goals formal and informal, and formal and informal, and formal and informal, and formal and informal, and
personal goals for goals related to listening related to specific set goals related to set goals related to set goals appropriate for set goals appropriate to
listening, initially with tasks listening tasks specific listening tasks specific listening tasks specific listening tasks specific listening tasks
support and direction
1.2 – Active demonstrate an demonstrate an demonstrate an demonstrate an demonstrate an demonstrate an demonstrate an demonstrate an
understanding of understanding of understanding of understanding of understanding of understanding of understanding of understanding of
Listening Strategies appropriate listening appropriate listening appropriate listening appropriate listening appropriate listening appropriate listening appropriate listening appropriate listening
behaviour by using active behaviour by using active behaviour by using active behaviour by adapting behaviour by adapting behaviour by adapting behaviour by adapting behaviour by adapting
listening strategies in a listening strategies in a listening strategies in active listening strategies active listening strategies active listening strategies active listening strategies active listening strategies
few different situations variety of situations order to contribute to suit a variety of to suit a range of to suit a variety of to suit a wide variety of to suit a wide variety of
meaningfully and work situations, including situations, including work situations, including work situations, including work situations, including work
constructively in groups work in groups in groups in groups in groups in groups
1.3 – identify a few listening identify several listening identify a variety of identify a variety of identify a variety of identify a variety of identify a variety of identify a variety of
comprehension strategies comprehension strategies listening comprehension listening comprehension listening comprehension listening comprehension listening comprehension listening comprehension
Comprehension and use them before, and use them before, strategies and use them strategies and use them strategies and use them strategies and use them strategies and use them strategies and use them
Strategies during, and after listening during, and after listening appropriately before, appropriately before, appropriately before, appropriately before, appropriately before, appropriately before,
in order to understand and in order to understand and during, and after listening during, and after listening during, and after listening during, and after listening during, and after listening during, and after listening
clarify the meaning of clarify the meaning of in order to understand and in order to understand and in order to understand and in order to understand and in order to understand and in order to understand and
oral texts, initially with oral texts clarify the meaning of clarify the meaning of clarify the meaning of clarify the meaning of clarify the meaning of clarify the meaning of
support and direction oral texts oral texts oral texts increasingly complex oral increasingly complex or increasingly complex and
texts challenging oral texts challenging oral texts
1.4 – Demonstrating demonstrate an demonstrate an demonstrate an demonstrate an demonstrate an demonstrate an demonstrate an demonstrate an
understanding of the understanding of the understanding of the understanding of the understanding of the understanding of the understanding of the understanding of the
Understanding information and ideas in information and ideas in information and ideas in a information and ideas in a information and ideas in information and ideas in information and ideas in information and ideas in
oral texts by retelling the oral texts by retelling the variety of oral texts by variety of oral texts by oral texts by summarizing increasingly complex increasingly complex oral increasingly complex and
story or restating the story or restating the identifying important summarizing important important ideas and citing oral texts in a variety of texts in a variety of ways difficult oral texts in a
information, including the information, including the information or ideas and ideas and citing a variety of supporting ways variety of ways
main idea main idea and several some supporting details important details details
interesting details
1.5 – Making use stated and implied use stated and implied distinguish between make inferences using make inferences about interpret oral texts by develop and explain develop and explain
information and ideas in information and ideas in stated and implied ideas stated and implied ideas oral texts using stated and using stated and implied interpretations of oral interpretations of oral
Inferences/ oral texts, initially with oral texts to make simple in oral texts in oral texts implied ideas in the texts ideas from the texts texts using stated and texts using the language
Interpreting Texts support and direction, to inferences and reasonable as evidence implied ideas from the of the text and oral and
make simple inferences predictions, and support texts to support their visual cues to support
and reasonable the inferences with interpretation their interpretations
predictions evidence from the text
ORAL COMMUNICATION
Niagara Catholic District School Board Program Department June 2008 3ORAL COMMUNICATION By the end of their grade the students will:
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Listening to Understand (Overall Expectations 1) cont’d
1.6 – Extending extend understanding of extend understanding of extend understanding of extend understanding of extend understanding of extend understanding of extend understanding of extend understanding of
oral texts by connecting oral texts by connecting oral texts by connecting oral texts by connecting oral texts by connecting oral texts by connecting, oral texts, including oral texts, including
Understanding the ideas in them to their the ideas in them to their the ideas in them to their the ideas in them to their the ideas in them to their comparing, and increasingly complex increasingly complex or
own knowledge and own knowledge and own knowledge and own knowledge, own knowledge, contrasting the ideas and texts, by connecting, difficult texts, by
experience; to other experience; to other experience; to other experience, and insights; experience, and insights, information in them to comparing, and connecting, comparing,
familiar texts, including familiar texts, including familiar texts, including to other texts, including to other texts, including their own knowledge, contrasting the ideas and and contrasting the ideas
print and visual texts; and print and visual texts; and print and visual texts; and print and visual texts; and print and visual texts; and experience, and insights; information in them to and information in them
to the world around them to the world around them to the world around them to the world around them to the world around them to other texts, including their own knowledge, to their own knowledge,
print and visual texts; and experience, and insights; experience, and insights;
to the world around them to other texts, including to other texts, including
print and visual texts; and print and visual texts; and
to the world around them to the world around them
1.7 – Analyzing identify words or phrases identify words or phrases identify and explain the analyze oral texts and analyze oral texts and analyze oral texts in order analyze oral texts in order analyze a variety of
that indicate whether an that indicate whether an importance of significant explain how specific explain how specific to evaluate how well they to evaluate how complex or challenging
Texts oral text is fact or fiction, oral text is fact or ideas and information in elements in them elements in them communicate ideas, effectively they oral texts in order to
initially with support and opinion, initially with oral texts contribute to meaning contribute to meaning opinions, themes, and communicate ideas, identify the strategies
direction support and direction information opinions, themes, or that have been used to
experiences, and suggest inform, persuade, or
possible improvements entertain, and evaluate
the effectiveness of those
strategies
1.8 – Point of View begin to identify, with identify, initially with identify the point of view identify the point of view identify the point of view identify the point of view explain the connection explain what the use of
support and direction, support and direction, in different types of oral presented in oral texts and presented in oral texts and presented in oral texts, between a speaker’s tone irony or satire in an oral
who is speaking in an oral who is speaking in an oral texts and cite words, ask questions about ask questions to identify determine whether they and the point of view or text reveals about the
text and the point of view text, and demonstrate an phrases, ideas, and possible bias missing or possible agree with the point of perspective presented in speaker’s purpose and
expressed by the speaker understanding that the information from the alternative points of view view, and suggest other oral texts perspective
speaker has his or her texts that confirm their possible perspectives
own point of view identification
1.9 – Presentation begin to identify some of identify some of the identify some of the identify the presentation identify a range of identify a variety of identify a wide variety of identify a wide variety of
the presentation strategies presentation strategies presentation strategies strategies used in oral presentation strategies presentation strategies presentation strategies presentation strategies
Strategies used in oral texts and used in oral texts and used in oral texts and texts and analyze their used in oral texts and used in oral texts and used in oral texts and used in oral texts,
explain how they explain how they explain how they effect on the audience analyze their effect on the analyze their effect on the evaluate their evaluate their
influence the audience influence the audience influence the audience audience audience effectiveness effectiveness, and suggest
other strategies that
might have been as
effective or more so
Speaking to Communicate (Overall Expectations 2)
2.1 – Purpose identify a few purposes identify a variety of identify a variety of identify a variety of identify a variety of identify a variety of identify a range of identify a range of
for speaking purposes for speaking purposes for speaking purposes for speaking purposes for speaking purposes for speaking and purposes for speaking and purposes for speaking in
explain how the purpose explain how the purpose a variety of situations,
and intended audience and intended audience both straightforward and
influence the choice of might influence the more complex, and
form choice of speaking explain how the purpose
strategies and intended audience
might influence the
choice of speaking
strategies
ORAL COMMUNICATION
Niagara Catholic District School Board Program Department June 2008 4ORAL COMMUNICATION By the end of their grade the students will:
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Speaking to Communicate (Overall Expectations 2) cont’d
2.2 – Interactive demonstrate an demonstrate an demonstrate an demonstrate an demonstrate an demonstrate an demonstrate an demonstrate an
understanding of understanding of understanding of understanding of understanding of increasingly sophisticated understanding of understanding of
Strategies appropriate speaking appropriate speaking appropriate speaking appropriate speaking appropriate speaking understanding of appropriate speaking appropriate speaking
behaviour in a few behaviour in a variety of behaviour in a variety of behaviour in a variety of behaviour in a variety of appropriate speaking behaviour in most behaviour in most
different situations, situations, including paired situations, including small- situations, including paired situations, including paired behaviour in a variety of situations, adapting situations, using a variety
including paired sharing sharing and small- and and large-group sharing and small- and sharing, dialogue, and situations, including paired contributions and of speaking strategies and
and small- and large-group large-group discussions discussions large- group discussions small- and large-group sharing, dialogue, and responses to suit the adapting them to suit the
discussions discussions small- and large-group purpose and audience purpose and audience
discussions
2.3 – Clarity and communicate ideas and communicate ideas, communicate orally in a communicate in a clear, communicate orally in a communicate orally in a communicate orally in a communicate in a clear,
information orally in a opinions, and information clear, coherent manner, coherent manner, clear, coherent manner, clear, coherent manner, clear, coherent manner coherent manner, using a
Coherence clear, coherent manner orally in a clear, coherent presenting ideas, opinions, presenting ideas, opinions, presenting ideas, opinions, using appropriate using a structure and style structure and style
manner using simple but and information in a and information in a and information in a organizing strategies and appropriate to both the appropriate to the purpose,
appropriate organizational logical sequence readily understandable readily understandable formats to link and topic and the intended the subject matter, and the
patterns form form sequence ideas and audience intended audience
information
2.4 – Appropriate choose appropriate words choose a variety of choose a variety of use appropriate words and use appropriate words and use appropriate words and use appropriate words, use appropriate words,
to communicate their appropriate words and appropriate words and phrases from the full range phrases from the full range phrases from the full range phrases, and terminology phrases, and terminology
Language meaning accurately and phrases to communicate phrases, including of their vocabulary, of their vocabulary, of their vocabulary from the full range of their from the full range of their
engage the interest of their their meaning accurately descriptive words and including inclusive and including inclusive and including inclusive and vocabulary including vocabulary, including
audience and engage the interest of some technical non-discriminatory terms, non-discriminatory non-discriminatory inclusive and non- inclusive and non-
their audience vocabulary, and a few and appropriate elements language, and stylistic language, and stylistic discriminatory language, discriminatory language,
elements of style, to of style, to communicate devices suited to the devices appropriate to the and a range of stylistic and a range of stylistic
communicate their their meaning accurately purpose, to communicate purpose and context, to devices, to communicate devices, to communicate
meaning accurately and and engage the interest of their meaning accurately communicate their their meaning accurately their meaning effectively
engage the interest of their their audience and engage the interest of meaning accurately and and engage the interest of and engage the interest of
audience their audience engage the interest of their their intended audience their intended audience
intended audience
2.5 – Vocal Skills begin to identify some identify some vocal effects, identify some vocal effects, identify some vocal effects, identify some vocal effects, identify a range of vocal identify a range of vocal identify a range of vocal
vocal effects, including including tone, pace, pitch, including tone, pace, pitch, including tone, pace, pitch, including tone, pace, pitch, effects, including tone, effects, including tone, effects, including tone,
and Strategies tone, pace, pitch, and and volume, and use them and volume, and use them volume, and a range of volume, and a variety of pace, pitch, volume, and a pace, pitch, volume, and a pace, pitch, volume, and a
volume, and use them appropriately, and with appropriately, and with sound effects, and use sound effects, and use them variety of sound effects, variety of sound effects, variety of sound effects,
appropriately to help sensitively towards sensitivity towards cultural them appropriately and appropriately and with and use them appropriately and use them appropriately and use them appropriately
communicate their cultural differences, to differences, to help with sensitivity towards sensitivity towards cultural and with sensitivity and with sensitivity and with sensitivity
meaning help communicate their communicate their cultural differences to help differences to help towards cultural towards cultural towards cultural
meaning meaning communicate their communicate their differences to help differences to communicate differences to communicate
meaning meaning communicate their their meaning their meaning
meaning
2.6 – Non-Verbal identify some non-verbal identify some non-verbal identify some non-verbal identify some non-verbal identify a variety of non- identify a variety of non- identify a variety of non- identify a variety of non-
cues, including facial cues, including facial cues, including facial cues, including facial verbal cues, including verbal cues, including verbal cues, including verbal cues, including
Cues expression, gestures, and expression, gestures, and expression, gestures, and expression, gestures, and facial expression, gestures, facial expression, gestures, facial expression, gestures, facial expression, gestures,
eye contact, and use them eye contact, and use them eye contact, and use them eye contact, and use them and eye contact, and use and eye contact, and use and eye contact, and use and eye contact, and use
in oral communications, in oral communications, in oral communications, in oral communications, them in oral them in oral them in oral them in oral
appropriately and with appropriately and with appropriately and with appropriately and with communications, communications, communications, communications,
sensitivity towards cultural sensitivity towards cultural sensitivity towards cultural sensitivity towards cultural appropriately and with appropriately and with appropriately and with appropriately and with
differences, to help convey differences, to help convey differences, to help convey differences, to help convey sensitivity towards cultural sensitivity towards cultural sensitivity towards cultural sensitivity towards cultural
their meaning their meaning their meaning their meaning differences to help convey differences, to help convey differences, to help convey differences, to help convey
their meaning their meaning their meaning their meaning
ORAL COMMUNICATION
Niagara Catholic District School Board Program Department June 2008 5ORAL COMMUNICATION By the end of their grade the students will
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Speaking to Communicate (Overall Expectations 2) cont’d
2.7 – Visual Aids use one or more use a few different visual use a variety of use a variety of use a variety of use a variety of use a variety of use a variety of
appropriate visual aids to aids to support or enhance appropriate visual aids to appropriate visual aids to appropriate visual aids to appropriate visual aids, to appropriate visual aids to appropriate visual aids to
support or enhance oral oral presentations support or enhance oral support or enhance oral support or enhance oral support or enhance oral support and enhance oral support and enhance oral
presentations presentations presentations presentations presentations presentations presentations
Reflecting on Oral Communication Skills and Strategies (Overall Expectations 3)
3.1 – Metacognition begin to identify, with identify, initially with identify, in conversation identify, in conversation identify, in conversation identify, in conversation identify what strategies identify what strategies
support and direction, a support and direction, a with the teacher and with the teacher and with the teacher and with the teacher and they found most helpful they found most helpful
few strategies they found few strategies they found peers, what strategies they peers, what strategies they peers, what strategies they peers, what strategies they before, during, and after before, during, and after
helpful before, during, helpful before, during, found most helpful found most helpful found most helpful found most helpful listening and speaking listening and speaking
and after listening and and after listening and before, during, and after before, during, and after before, during, and after before, during, and after and what steps they can and what steps they can
speaking speaking listening and speaking listening and speaking listening and speaking listening and speaking take to improve their oral take to improve their oral
and what steps they can and what steps they can and what steps they can communication skills communication skills
take to improve their oral take to improve their oral take to improve their oral
communication skills communication skills communication skills
3.2 – Interconnected begin to identify how identify, initially with identify, in conversation identify, in conversation identify, in conversation identify, in conversation identify how their skills identify how their skills
their skills as viewers, support and direction, with the teacher and with the teacher and with the teacher and with the teacher and as viewers, representers, as viewers, representers,
Skills representers, readers, and how their skills as peers, how their skills as peers, how their skills as peers, how their skills as peers, how their skills as readers, and writers help readers, and writers help
writers help them improve viewers, representers, viewers, representers, viewers, representers, viewers, representers, viewers, representers, them improve their oral them improve their oral
their oral communication readers, and writers help readers, and writers help readers, and writers help readers, and writers help readers, and writers help communication skills communication skills
skills them improve their oral them improve their oral them improve their oral them improve their oral them improve their oral
communication skills communication skills communication skills communication skills communication skills
ORAL COMMUNICATION
Niagara Catholic District School Board Program Department June 2008 6The following chart has been created using the EQAO expectations for Grade Three and Grade Six assessment. These results are what the
students are expected to produce when writing EQAO. What is listed in the Grade One column are suggested targets that can be used as a guide
to help teachers scaffold student learning. The arrows illustrate the continued gradient of the scaffolding up to and including Grade Eight.
EQAO - READING GUIDELINES
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Long Narrative use texts with a minimum use texts with a minimum use texts with a minimum
length of 150 words length of 500 words length of 700 words
Short Narrative use texts with a minimum use texts with a minimum use texts with a minimum
length of 250 words length of 250 words length of 350 words
Informational Text use texts with a minimum use texts with a minimum use texts with a minimum
length of 250 words length of 250 words length of 350 words
Graphic Text use texts with a minimum use texts with a minimum use texts with a minimum
length of 200 words length of 200 words length of 300 words
Poetry use texts with a minimum use texts with a minimum use texts with a minimum
length of 200 words length of 200 words length of 300 words
Niagara Catholic District School Board Program Department June 2008 7READING By the end of their grade the students will:
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Reading for Meaning (Overall Expectation 1)
1.1 – Variety of read a few different types read some different read a variety of literary read a variety of texts read a variety of texts read a wide variety of read a wide variety of read a wide variety of
of literary texts, graphic literary texts, graphic texts, graphic texts, and from diverse cultures, from diverse cultures, texts from diverse increasingly complex or increasingly complex or
Texts texts and informational texts, and informational informational texts including literary texts, including literary texts, cultures, including literary difficult texts from difficult texts from
texts texts graphic texts, and graphic texts, and texts, graphic texts, and diverse cultures, including diverse cultures, including
informational texts informational texts informational texts literary texts, graphic literary texts, graphic
texts, and informational texts, and informational
texts texts
1.2 – Purpose identify a few different identify several different identify a variety of identify a variety of identify a variety of identify a variety of identify a variety of identify a variety of
purposes for reading purposes for reading and purposes for reading purposes for reading purposes for reading purposes for reading purposes for reading and purposes for reading and
and choose reading choose reading materials and choose reading and choose reading and choose reading and choose reading choose reading materials choose increasingly
materials appropriate appropriate for those materials appropriate materials appropriate materials appropriate materials appropriate appropriate complex or difficult
for those purposes purposes for those purposes for those purposes for those purposes for those purposes for those purposes reading materials
appropriate for those
purposes
1.3 – identify a few reading identify several reading identify a variety of identify a variety of identify a variety of identify a variety of identify a variety of identify a variety of
comprehension strategies comprehension strategies reading comprehension reading comprehension reading comprehension reading comprehension reading comprehension reading comprehension
Comprehension and use them before, and use them before, strategies and use them strategies and use them strategies and use them strategies and use them strategies and use them strategies and use them
Strategies during and after reading during, and after reading appropriately before, appropriately before, appropriately before, appropriately before, appropriately before, appropriately before,
to understand texts, to understand texts during, and after reading during, and after reading during, and after reading during, and after reading during, and after reading during, and after reading
initially with support and to understand texts to understand texts to understand texts to understand to understand increasingly to understand increasingly
direction increasingly complex complex texts complex or difficult texts
texts
1.4 – Demonstrate demonstrate demonstrate demonstrate demonstrate demonstrate demonstrate demonstrate demonstrate
understanding of a text by understanding of a text by understanding of a variety understanding of a variety understanding of a variety understanding of understanding of understanding of
Understanding retelling the story or retelling the story or of texts by identifying of texts by summarizing of texts by summarizing increasingly complex increasingly complex increasingly complex and
restating information restating information from important ideas important ideas and citing important ideas and citing texts by summarizing and texts by summarizing difficult texts by
from the text, including the text, with the and some supporting supporting details supporting details explaining important important ideas and citing summarizing important
the main idea inclusion of a few detail ideas and citing relevant a variety of details that ideas and explaining how
interesting details supporting details support the main idea the details support the
main idea
1.5 – Making use stated and implied use stated and implied make inferences about make inferences about use stated and implied develop interpretations develop and explain develop and explain
information and ideas in information and ideas in texts using stated and texts using stated and ideas in texts to make about texts using stated interpretations of interpretations of
Inferences/ texts, initially with texts to make simple implied ideas from the implied ideas from the inferences and construct and implied ideas to increasingly complex or increasingly complex or
Interpreting Texts support and direction, to inferences and reasonable texts as evidence texts as evidence meaning support their difficult texts using stated difficult texts using stated
make simple inferences predictions about them interpretations and implied ideas from and implied ideas from
and reasonable the texts to support their the texts to support their
predictions about them interpretations interpretations
1.6 – Extending extend understanding of extend understanding of extend understanding of extend understanding of extend understanding of extend understanding of extend understanding of extend understanding of
texts by connecting the texts by connecting the texts by connecting the texts by connecting the texts by connecting the texts by connecting, texts, including texts, including
Understanding ideas in them to their own ideas in them to their own ideas in them to their own ideas in them to their own ideas in them to their own comparing, and increasingly complex or increasingly complex or
knowledge and knowledge and knowledge and knowledge, experience, knowledge, experience, contrasting the ideas in difficult texts, by difficult texts, by
experience, to other experience, to other experience, to other and insights, to other and insights, to other them to their own connecting the ideas in connecting the ideas in
familiar texts, and to the familiar texts, and to the familiar texts, and to the familiar texts, and to the familiar texts, and to the knowledge, experience, them to their own them to their own
world around them world around them world around them world around them world around them and insights, to other knowledge, experience, knowledge, experience,
familiar texts, and to the and insights, to other and insights, to other
world around them familiar texts, and to the texts, and to the world
world around them around them
READING
Niagara Catholic District School Board Program Department June 2008 8READING By the end of their grade the students will:
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Reading for Meaning (Overall Expectation 1) cont’d
1.7 – Analyzing identify the main idea and identify the main idea and identify specific elements analyze texts and explain analyze texts and explain analyze increasingly analyze a variety of texts, analyze a variety of texts,
a few elements of texts, some additional elements of texts and explain how how specific elements in how various elements in complex texts and explain both simple and complex, including complex or
Text initially with support and of texts they contribute to the them contribute to them contribute to how the different and explain how the difficult texts, and explain
direction meaning of the texts meaning meaning elements in them different elements in them how the various elements
contribute to meaning contribute to meaning and in them contribute to
influence the reader’s meaning and influence the
reaction reader’s reaction
1.8 – Responding to express personal thoughts express personal thoughts express personal opinions express opinions about make judgments and make judgments and draw evaluate the effectiveness evaluate the effectiveness
and feelings about what and feelings about what about ideas presented in the ideas and information draw conclusions about conclusions about ideas in of both simple and of a text based on
and Evaluating has been read has been read texts in texts and cite evidence the ideas and information texts and cite stated or complex texts based on evidence taken from that
Texts from the text to support in texts and cite stated or implied evidence from the evidence from the texts text
their opinions implied evidence from the text to support their views
text to support their views
1.9 – Point of View begin to identify, with identify, initially with identify the point of view identify the point of view identify the point of view identify the point of view identify the point of view identify the point of view
support and direction, the support and direction, the presented in a text and presented in a text, citing presented in texts, ask presented in texts; presented in texts, presented in texts,
speaker and the point of speaker and the point of suggest some possible supporting evidence from questions to identify determine whether they including increasingly including increasingly
view presented in a text view presented in a text alternative perspectives the text, and suggest some missing or possible can agree with the view, complex or difficult texts; complex or difficult texts;
and suggest a possible and suggest one or two possible alternative alternative points of view, in whole or in part; and give evidence of any give evidence of any
alternative perspective possible alternative perspectives and suggest some possible suggest some other biases they may contain; biases they may contain;
perspectives alternative perspectives possible perspectives and suggest other possible and suggest other possible
perspectives perspectives
point of view = opinions READING
some = few
Niagara Catholic District School Board Program Department June 2008 9READING By the end of their grade the students will:
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Understanding Form and Style (Overall Expectation 2)
2.1 – Text Forms identify and describe the identify and describe the identify and describe the explain how the analyze a variety of text analyze a variety of text analyze a variety of text analyze a variety of text
characteristics of a few characteristics of a few characteristics of a variety particular characteristics forms and explain how forms and explain how forms and explain how forms and explain how
simple text forms, with a simple text forms, with a of text forms, with a focus of various text forms help their particular their particular their particular their particular
focus on literary texts focus on literary texts on literary texts such as a communicate meaning, characteristics help characteristics help characteristics help characteristics help
such as a simple fictional such as a fairy tale, fable or adventure story, with a focus on literary communicate meaning, communicate meaning, communicate meaning, communicate meaning,
story, graphic texts such graphic texts such as a graphic texts such as a texts such as a diary or with a focus on literary with a focus on literary with a focus on literary with a focus on literary
as a calendar, and primary dictionary, and comic book, and journal, graphic texts texts such as short texts such as a myth, texts such as a novel texts such as a memoir,
informational texts such informational texts such informational texts such such as a brochure, and stories, graphic texts graphic texts such as an graphic texts such as a
as a simple “All About as a “How to” book as a nature magazine. informational texts such such as a logo, and advertisement, and map, and informational
_____” book as an encyclopedia informational texts such informational texts such texts such as a magazine
as a movie review as an editorial article
2.2 – Text Patterns recognize simple recognize simple recognize a few recognize a variety of identify a variety of identify a variety of analyze increasingly analyze increasingly
organizational patterns in organizational patterns in organizational patterns in organizational patterns in organizational patterns in organizational patterns in complex texts to identify complex texts to identify
texts of different types texts of different types, texts of different types, texts of different types a range of texts and a range of texts and organizational patterns different types of
and explain, initially with and explain, initially with and explain how the and explain how the explain how they help explain how they help used in them and explain organizational patterns
support and direction, support and direction, patterns help readers patterns help readers readers understand the readers understand the how the patterns help used in them and explain
how the patterns help how the patterns help understand the texts understand the texts texts texts communicate meaning how the patterns help
readers understand the readers understand the communicate meaning
texts texts
2.3 – Text Features identify some text identify some text identify a variety of text identify a variety of text identify a variety of text identify a variety of text identify a variety of text identify a variety of text
features and explain how features and explain how features and explain how features and explain how features and explain how features and explain how features and explain how features and explain how
they help readers they help readers they help readers they help readers they help readers they help readers they help communicate they help communicate
understand texts understand texts understand texts understand texts understand texts understand texts meaning meaning
2.4 – Elements of Style identify some simple identify some simple identify some elements of identify various elements identify various elements identify various elements identify various elements identify a range of
elements of style, elements of style, style, including voice, of style – including of style – including word of style – including voice, of style – including elements of style –
including voice and word including voice, word word choice, and different alliteration, descriptive choice and the use of word choice, and the use foreshadowing, including symbolism,
choice, and explain, choice, and different types of sentences, and adjectives and adverbs, similes, personification, of hyperbole, strong metaphor, and symbolism irony, analogy,
initially with support and types of sentences, and explain how they help and sentences of comparative adjectives, verbs, dialogue, and – and explain how they metaphor, and other
direction, how they help explain how they help readers understand texts different types, lengths, and sentences of different complex sentences – and help communicate rhetorical devices – and
readers understand texts readers understand texts and structures – and types, lengths, and explain how they help meaning and enhance the explain how they help
explain how they help structures – and explain communicate meaning effectiveness of texts communicate meaning
communicate meaning how they help and enhance the
communicate meaning. effectiveness of texts
Reading With Fluency (Overall Expectation 3)
3.1 – Reading automatically read and automatically read and automatically read and automatically read and automatically read and automatically read and automatically read and automatically read and
understand some high- understand many high- understand most high- understand high- understand most words understand most words in understand most words in understand most words in
Familiar Words frequency words and frequency words, some frequency words, many frequency words, most in common use a range of reading a wide range of reading a wide range of reading
words of personal interest words with common regularly used words, and regularly used words, and contexts contexts contexts
or significance, in a spelling patterns, and words of personal interest words of personal interest
variety of reading words of personal interest or significance, in a or significance in a
contexts or significance, in a variety of reading variety of reading
variety of reading contexts contexts
contexts
READING
Niagara Catholic District School Board Program Department June 2008 10READING By the end of their grade the students will:
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Reading With Fluency (Overall Expectation 3) cont’d
3.2 – Reading predict the meaning of predict the meaning of predict the meaning of predict the meaning of predict the meaning of predict the meaning of predict the meaning of predict the meaning of
and solve unfamiliar and quickly solve and rapidly solve and rapidly solve and rapidly solve and rapidly solve and rapidly solve and rapidly solve
Unfamiliar Words words using different unfamiliar words using unfamiliar words using unfamiliar words using unfamiliar words using unfamiliar words using unfamiliar words using unfamiliar words using
types of cues, including: different types of cues, different types of cues, different types of cues, different types of cues, different types of cues, different types of cues, different types of cues,
• semantic (meaning) including: including: including: including: including: including: including:
cues • semantic (meaning) • semantic (meaning) • semantic (meaning) cues • semantic (meaning) • semantic (meaning) • semantic (meaning) • semantic (meaning)
• syntactic (language cues cues • syntactic (language cues cues cues cues
structure) cues • syntactic (language • syntactic (language structure) cues • syntactic (language • syntactic (language • syntactic (language • syntactic (language
• graphophonic structure) cues structure) cues • graphophonic structure) cues structure) cues structure) cues structure) cues
(phonological and • graphophonic • graphophonic (phonological and • graphophonic • graphophonic • graphophonic • graphophonic
graphic) cues (phonological and (phonological and graphic) cues (phonological and (phonological and (phonological and (phonological and
graphic) cues graphic) cues graphic) cues graphic) cues graphic) cues graphic) cues
3.3 – Reading read appropriate, familiar read appropriate texts at a read appropriate texts at a read appropriate texts at a read appropriate texts read appropriate texts read appropriate texts read appropriate texts
texts at a sufficient rate sufficient rate and with sufficient rate and with sufficient rate and with with expression and with expression and with expression and with expression and
Fluently and with sufficient sufficient expression to sufficient expression to sufficient expression to confidence, adjusting confidence, adjusting confidence, adjusting confidence, adjusting
expression to convey the convey the sense of the convey the sense of the convey the sense of the reading strategies and reading strategies and reading strategies and reading strategies and
sense of the text to the text to the reader and to text readily to the reader text readily to the reader reading rate to match the reading rate to match the reading rate to match the reading rate to match the
reader an audience and an audience and an audience form and purpose form and purpose form and purpose form and purpose
Reflecting on Reading Skills and Strategies (Overall Expectation 4)
4.1 - Metacognition begin to identify, with identify, initially with identify, initially with identify, in conversations identify the strategies they identify the strategies they identify a range of identify the strategies they
support and direction, a support and direction, a some support and with the teacher and found most helpful found most helpful strategies they found found most helpful
few strategies they found few strategies that they direction, what strategies peers or in a reader’s before, during, and after before, during, and after helpful before, during, before, during, and after
helpful before, during, found helpful before, they found most helpful notebook, what strategies reading and explain, in reading and explain, in and after reading and reading and explain, in
and after reading during, and after reading before, during, and after they found most helpful conversation with the conversation with the explain, in conversation conversation with the
reading and how they can before, during, and after teacher and/or peers or in teacher and/or peers, or in with the teacher and/or teacher and/or peers or in
use these and other reading and how they can a reader’s notebook, how a reader’s notebook, how peers or in a reader’s a reader’s
strategies to improve as use these and other they can use these and they can use these and notebook, how they can notebook/reflective
readers strategies to improve as other strategies to other strategies to use these and other journal, how they can use
readers improve as readers improve as readers strategies to improve as these and other strategies
readers to improve as readers
4.2 – Interconnected explain, initially with explain, initially with explain, initially with explain, in conversations explain, in conversations explain, in conversation explain, in conversation explain, in conversation
support and direction, support and direction, some support and with the teacher and with peers and/or the with the teacher and/or with the teacher and/or with the teacher and/or
Skills how their skills in how their skills in direction, how their skills peers or in a reader’s teacher or in a reader’s peers or in a reader’s peers or in a reader’s peers or in a reader’s
listening, speaking, listening, speaking, in listening, speaking, notebook, how their skills notebook, how their skills notebook, how their skills notebook, how their skills notebook/reflective
writing, viewing, and writing, viewing, and writing, viewing, and in listening, speaking, in listening, speaking, in listening, speaking, in listening, speaking, journal, how their skills
representing help them representing help them representing help them writing, viewing, and writing, viewing, and writing, viewing, and writing, viewing, and in listening, speaking,
make sense of what they make sense of what they make sense of what they representing help them representing help them representing help them representing help them writing, viewing, and
read read read make sense of what they make sense of what they make sense of what they make sense of what they representing help them
read read read read make sense of what they
read.
rapidly = quickly READING
Niagara Catholic District School Board Program Department June 2008 11The following chart has been created using the EQAO expectations for Grade Three and Grade Six assessment. These results are what the
students are expected to produce when writing EQAO. What is listed in the Grade One column are suggested targets that can be used as a guide
to help teachers scaffold student learning. The arrows illustrate the continued gradient of the scaffolding up to and including Grade Eight.
EQAO - WRITING GUIDELINES
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Long Writing Write one long writing Write one long writing Write one long writing
piece (developmentally piece no more than 18 piece no more than 36
appropriate) no more lines (letter or story) lines (opinion, letter,
than 8-10 lines (letter or story, news report,
story) with direction, biographical sketch)
support, and feedback
from the teacher.
Short Writing Write two short writing Write two short writing Write two short writing
pieces (developmentally pieces no more than 9 pieces no more than 18
appropriate) no more lines each (description, lines each (recount, letter,
than 4-5 lines each sequence of events, procedure, instructions,
(description, sequence of paragraph, recount, directions, informative/
events, paragraph, procedure, how to report, descriptive/ explanatory
recount, procedure, how explanatory paragraph, report, script,
to report, explanatory advertisement) advertisement)
paragraph, advertisement)
with direction, support,
and feedback from the
teacher.
Informational Text Answer some Answer 8 multiple choice Answer 8 multiple choice
(developmentally questions (content, questions (content,
appropriate) multiple organization, grammar) organization, grammar)
choice questions (content,
organization, grammar)
with direction, support,
and feedback from the
teacher.
Graphic Text N/A N/A N/A
Poetry N/A N/A N/A
Niagara Catholic District School Board Program Department June 2008 12WRITING By the end of their grade the students will:
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Developing and Organizing Content (Overall Expectation 1)
1.1 – Purpose and identify the topic, identify the topic, identify the topic, identify the topic, identify the topic, identify the topic, identify the topic, identify the topic,
purpose, audience, and purpose, audience, and purpose, audience, and purpose, and audience for purpose, and audience for purpose, and audience for purpose, and audience for purpose, and audience for
Audience form for writing, initially form for writing form for writing a variety of writing forms a variety of writing forms a variety of writing forms more complex writing more complex writing
with support and direction forms forms
1.2 – Developing generate ideas about a generate ideas about a generate ideas about a generate ideas about a generate ideas about a generate ideas about a generate ideas about generate ideas about more
potential topic, using a potential topic, using a potential topic, using a potential topic using a potential topic and potential topic and more challenging topics challenging topics and
Ideas variety of strategies and variety of strategies and variety of strategies and variety of strategies and identify those most identify those most and identify those most identify those most
resources resources resources resources appropriate for the appropriate for the appropriate for the appropriate to the purpose
purpose purpose purpose
1.3 – Research gather information to gather information to gather information to gather information to gather information to gather information to gather information to gather information to
support ideas for writing support ideas for writing support ideas for writing support ideas for writing support ideas for writing, support ideas for writing, support ideas for writing, support ideas for writing,
in a variety of ways in a variety of ways in a variety of ways using a variety of using a variety of using a variety of using a variety of using a variety of
and/or from a variety of and/or from a variety of and/or from a variety of strategies and oral, print, strategies and a range of strategies and a range of strategies and a wide strategies and a wide
sources sources sources and electronic sources print and electronic print and electronic range of print and range of print and
resources resources electronic resources electronic sources
1.4 – Classifying sort ideas and information sort ideas and information sort ideas and information sort and classify ideas sort and classify ideas and sort and classify sort and classify ideas and sort and classify ideas and
for their writing in a for their writing in a for their writing in a and information for their information for their information for their information for their information for their
Ideas variety of ways, with variety of ways, with variety of ways writing in a variety of writing in a variety of writing in a variety of writing in a variety of writing in a variety of
support and direction support and direction ways ways ways that allow them to ways that allow them to ways that allow them to
view information from manipulate information manipulate information
different perspectives and and see different and see different
make connections combinations and combinations and
between ideas relationships in their relationships in their data
data
1.5 – Organizing identify and order main identify and order main identify and order main identify and order main identify and order main identify and order main identify and order main identify and order main
ideas and supporting ideas and supporting ideas and supporting ideas and supporting ideas and supporting ideas and supporting ideas and supporting ideas and supporting
Ideas details, initially with details, using graphic details into units that details and group them details and group them details and group them details and group them details and group them
support and direction, organizers and could be used to develop into units that could be into units that could be into units that could be into units that could be into units that could be
using simple graphic organizational patterns a short, simple used to develop a used to develop several used to develop a used to develop a multi- used to develop a
organizers and simple paragraph, using graphic summary, using a variety linked paragraphs, using structured, multi- paragraph piece of summary, a debate, or a
organizational patterns organizers and of graphic organizers and a variety of strategies and paragraph piece of writing, using a variety of report of several
organizational patterns organizational patterns organizational patterns writing, using a variety of strategies and paragraphs, using a
strategies organizational patterns variety of strategies and
organizational patterns
1.6 – Review determine, after determine whether the determine whether the determine whether the determine whether the determine whether the determine whether the determine whether the
consultation with the ideas and information ideas and information ideas and information ideas and information ideas and information ideas and information ideas and information
teacher and peers, they have gathered are they have gathered are they have gathered are they have gathered are they have gathered are they have gathered are they have gathered are
whether the ideas and suitable for the purpose, relevant and adequate for relevant and adequate for relevant, appropriate, and relevant, appropriate, and relevant, appropriate, and relevant, appropriate, and
information they have and gather new material the purpose, and gather the purpose, and do more adequate for the purpose, adequate for the purpose, sufficiently specific for sufficiently specific for
gathered are suitable for if necessary new material if necessary research if necessary and do more research if and do more research if the purpose, and do more the purpose, and do more
the purpose necessary necessary research if necessary planning and research if
necessary
WRITING
Niagara Catholic District School Board Program Department June 2008 13WRITING By the end of their grade the students will:
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Using Knowledge of Form and Style in Writing (Overall Expectation #2)
2.1 – Form write short texts using a write short texts using write short texts using a write more complex texts write longer and more write longer and more write complex texts of write complex texts of a
few simple forms several simple forms variety of forms using a variety of forms complex texts using a complex texts using a different lengths using a variety of lengths using a
variety of forms wide range of forms wide range of forms wide range of forms
2.2 – Voice begin to establish a establish a personal voice establish a personal voice establish a personal voice establish an appropriate establish a distinctive establish a distinctive establish a distinctive
personal voice in their in their writing, with a in their writing, with a in their writing, with a voice in their writing, voice in their writing voice in their writing voice in their writing
writing by using pictures focus on using familiar focus on using concrete focus on using words and with a focus on modifying appropriate to the subject appropriate to the subject appropriate to the subject
and words that convey words that convey their words and images to stylistic elements that language and tone to suit and audience and audience and audience
their attitude or feeling attitude or feeling towards convey their attitude or convey a specific mood different circumstances
towards the subject or the subject or audience feeling towards the such as amusement or audiences
audience subject or audience
2.3 – Word Choice use familiar words and use familiar words and use words and phrases use specific words and use some vivid and/or use some vivid and/or regularly use vivid and/or regularly use vivid and/or
phrases to convey a clear phrases to communicate that will help convey phrases to create an figurative language and figurative language and figurative language and figurative language and
meaning relevant details their meaning as intended impression innovative expressions to innovative expressions to innovative expressions in innovative expressions in
specifically as possible add interest enhance interest their writing their writing
2.4 – Sentence write simple but complete use a variety of sentence vary sentence structures use sentences of different vary sentence types and create complex sentences vary sentence structures vary sentence types and
sentences that make sense types and maintain continuity lengths and structures structures, with a focus by combining phrases, to give their writing structures for different
Fluency by using joining words to on using conjunctions to clauses, and/or simple rhythm and pacing by purposes, with a focus on
combine simple sentences connect ideas, and sentences using a variety of using a range of relative
and using words that pronouns to make links connecting and/or pronouns, subordinate
indicate time and within and between introductory words and conjunctions, and both
sequence to link sentences phrases to help combine the active and passive
sentences short, simple sentences voice
into longer, more
complex sentences
2.5 – Point of View begin to identify, with identify, initially with identify their point of identify their point of identify their point of identify their point of identify their point of identify their point of
support and direction, support and direction, view and other possible view and other possible view and other possible view and other possible view and other possible view and other possible
their point of view and their point of view and points of view on the points of view on the points of view, and points of view; determine, points of view, evaluate points of view, evaluate
one possible different one or more possible topic, and determine if topic, and determine determine, when when appropriate, if their other points of view, and other points of view, and
point of view about the different points of view their information whether their information appropriate, if their own own view is balanced and find ways to acknowledge find ways to respond to
topic about the topic supports their own view sufficiently supports their view is balanced and supported by the other points of view, if other points of view, if
own view supported by evidence evidence; and adjust their appropriate appropriate
thinking and expression
if appropriate
2.6 – Preparing for identify elements of their identify elements of their identify elements of their identify elements of their identify elements of their identify elements in their identify elements in their identify elements in their
writing that need writing that need writing that need writing that need writing that need writing that need writing that need writing that need
Revision improvement, including improvement, using improvement, using improvement, using improvement, using improvement, selectively improvement, selectively improvement, selectively
content, organization, and feedback from the teacher feedback from the teacher feedback from the teacher feedback from the teacher using feedback from the using feedback from the using feedback from the
style, using feedback and peers, with a focus on and peers, with a focus on and peers, with a focus on and peers, with a focus on teacher and peers, with a teacher and peers, with a teacher and peers, with a
from the teacher and content and word choice specific features specific features specific features focus on supporting focus on voice, diction, focus on depth of content
peers details and precise and an effective and appropriateness of
language beginning and ending tone
2.7 – Revision make simple revisions to make simple revisions to make revisions to make revisions to make revisions to make revisions to make revisions to make revisions to
improve the content, improve the content, improve the content, improve the content, improve the content, improve the content, improve the content, improve the content,
clarity, and interest of clarity, and interest of clarity, and interest of clarity, and interest of clarity, and interest of clarity, and interest of clarity, and interest of clarity, and interest of
their written work, using a their written work, using their written work, using their written work, using their written work, using their written work, using a their written work, using a their written work, using a
few simple strategies several types of strategies several types of strategies several types of strategies a variety of strategies variety of strategies variety of strategies variety of strategies
WRITING
Niagara Catholic District School Board Program Department June 2008 14You can also read
