Grades 1 to 10 Ontario Revised Language Curriculum Cross Grade Comparison Charts

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 1

Niagara Catholic District School Board Program Department June 2008 2 Purpose: 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.

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 3 ORAL 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 listening in a few different situations, formal and informal identify purposes for listening in a variety of situations, formal and informal, and set personal goals for listening, initially with support and direction identify purposes for listening in a variety of situations, formal and informal, and set personal goals related to listening tasks identify purposes for listening in a variety of situations, formal and informal, and set goals related to specific listening tasks identify a range of purposes for listening in a variety of situations, formal and informal, and set goals related to specific listening tasks identify a range of purposes for listening in a variety of situations, formal and informal, and set goals related to specific listening tasks identify a range of purposes for listening in a variety of situations, formal and informal, and set goals appropriate for specific listening tasks identify a range of purposes for listening in a variety of situations, formal and informal, and set goals appropriate to specific listening tasks 1.2 – Active Listening Strategies demonstrate an understanding of appropriate listening behaviour by using active listening strategies in a few different situations demonstrate an understanding of appropriate listening behaviour by using active listening strategies in a variety of situations demonstrate an understanding of appropriate listening behaviour by using active listening strategies in order to contribute meaningfully and work constructively in groups demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a variety of situations, including work in groups demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a range of situations, including work in groups demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a variety of situations, including work in groups demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a wide variety of situations, including work in groups demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a wide variety of situations, including work in groups 1.3 – Comprehension Strategies identify a few listening comprehension strategies and use them before, during, and after listening in order to understand and clarify the meaning of oral texts, initially with support and direction identify several listening comprehension strategies and use them before, during, and after listening in order to understand and clarify the meaning of oral texts identify a variety of listening comprehension strategies and use them appropriately before, during, and after listening in order to understand and clarify the meaning of oral texts identify a variety of listening comprehension strategies and use them appropriately before, during, and after listening in order to understand and clarify the meaning of oral texts identify a variety of listening comprehension strategies and use them appropriately before, during, and after listening in order to understand and clarify the meaning of oral texts identify a variety of listening comprehension strategies and use them appropriately before, during, and after listening in order to understand and clarify the meaning of increasingly complex oral texts identify a variety of listening comprehension strategies and use them appropriately before, during, and after listening in order to understand and clarify the meaning of increasingly complex or challenging oral texts identify a variety of listening comprehension strategies and use them appropriately before, during, and after listening in order to understand and clarify the meaning of increasingly complex and challenging oral texts 1.4 – Demonstrating Understanding demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information, including the main idea demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information, including the main idea and several interesting details demonstrate an understanding of the information and ideas in a variety of oral texts by identifying important information or ideas and some supporting details demonstrate an understanding of the information and ideas in a variety of oral texts by summarizing important ideas and citing important details demonstrate an understanding of the information and ideas in oral texts by summarizing important ideas and citing a variety of supporting details demonstrate an understanding of the information and ideas in increasingly complex oral texts in a variety of ways demonstrate an understanding of the information and ideas in increasingly complex oral texts in a variety of ways demonstrate an understanding of the information and ideas in increasingly complex and difficult oral texts in a variety of ways 1.5 – Making Inferences/ Interpreting Texts use stated and implied information and ideas in oral texts, initially with support and direction, to make simple inferences and reasonable predictions use stated and implied information and ideas in oral texts to make simple inferences and reasonable predictions, and support the inferences with evidence from the text distinguish between stated and implied ideas in oral texts make inferences using stated and implied ideas in oral texts make inferences about oral texts using stated and implied ideas in the texts as evidence interpret oral texts by using stated and implied ideas from the texts develop and explain interpretations of oral texts using stated and implied ideas from the texts to support their interpretation develop and explain interpretations of oral texts using the language of the text and oral and visual cues to support their interpretations ORAL COMMUNICATION

Niagara Catholic District School Board Program Department June 2008 4 ORAL 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 Understanding extend understanding of oral texts by connecting the ideas in them to their own knowledge and experience; to other familiar texts, including print and visual texts; and to the world around them extend understanding of oral texts by connecting the ideas in them to their own knowledge and experience; to other familiar texts, including print and visual texts; and to the world around them extend understanding of oral texts by connecting the ideas in them to their own knowledge and experience; to other familiar texts, including print and visual texts; and to the world around them extend understanding of oral texts by connecting the ideas in them to their own knowledge, experience, and insights; to other texts, including print and visual texts; and to the world around them extend understanding of oral texts by connecting the ideas in them to their own knowledge, experience, and insights, to other texts, including print and visual texts; and to the world around them extend understanding of oral texts by connecting, comparing, and contrasting the ideas and information in them to their own knowledge, experience, and insights; to other texts, including print and visual texts; and to the world around them extend understanding of oral texts, including increasingly complex texts, by connecting, comparing, and contrasting the ideas and information in them to their own knowledge, experience, and insights; to other texts, including print and visual texts; and to the world around them extend understanding of oral texts, including increasingly complex or difficult texts, by connecting, comparing, and contrasting the ideas and information in them to their own knowledge, experience, and insights; to other texts, including print and visual texts; and to the world around them 1.7 – Analyzing Texts identify words or phrases that indicate whether an oral text is fact or fiction, initially with support and direction identify words or phrases that indicate whether an oral text is fact or opinion, initially with support and direction identify and explain the importance of significant ideas and information in oral texts analyze oral texts and explain how specific elements in them contribute to meaning analyze oral texts and explain how specific elements in them contribute to meaning analyze oral texts in order to evaluate how well they communicate ideas, opinions, themes, and information analyze oral texts in order to evaluate how effectively they communicate ideas, opinions, themes, or experiences, and suggest possible improvements analyze a variety of complex or challenging oral texts in order to identify the strategies that have been used to inform, persuade, or entertain, and evaluate the effectiveness of those strategies 1.8 – Point of View begin to identify, with support and direction, who is speaking in an oral text and the point of view expressed by the speaker identify, initially with support and direction, who is speaking in an oral text, and demonstrate an understanding that the speaker has his or her own point of view identify the point of view in different types of oral texts and cite words, phrases, ideas, and information from the texts that confirm their identification identify the point of view presented in oral texts and ask questions about possible bias identify the point of view presented in oral texts and ask questions to identify missing or possible alternative points of view identify the point of view presented in oral texts, determine whether they agree with the point of view, and suggest other possible perspectives explain the connection between a speaker’s tone and the point of view or perspective presented in oral texts explain what the use of irony or satire in an oral text reveals about the speaker’s purpose and perspective 1.9 – Presentation Strategies begin to identify some of the presentation strategies used in oral texts and explain how they influence the audience identify some of the presentation strategies used in oral texts and explain how they influence the audience identify some of the presentation strategies used in oral texts and explain how they influence the audience identify the presentation strategies used in oral texts and analyze their effect on the audience identify a range of presentation strategies used in oral texts and analyze their effect on the audience identify a variety of presentation strategies used in oral texts and analyze their effect on the audience identify a wide variety of presentation strategies used in oral texts and evaluate their effectiveness identify a wide variety of presentation strategies used in oral texts, evaluate their 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 for speaking identify a variety of purposes for speaking identify a variety of purposes for speaking identify a variety of purposes for speaking identify a variety of purposes for speaking identify a variety of purposes for speaking and explain how the purpose and intended audience influence the choice of form identify a range of purposes for speaking and explain how the purpose and intended audience might influence the choice of speaking strategies identify a range of purposes for speaking in a variety of situations, both straightforward and more complex, and explain how the purpose and intended audience might influence the choice of speaking strategies ORAL COMMUNICATION

Niagara Catholic District School Board Program Department June 2008 5 ORAL 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 Strategies demonstrate an understanding of appropriate speaking behaviour in a few different situations, including paired sharing and smalland large-group discussions demonstrate an understanding of appropriate speaking behaviour in a variety of situations, including paired sharing and smalland large-group discussions demonstrate an understanding of appropriate speaking behaviour in a variety of situations, including smalland large-group discussions demonstrate an understanding of appropriate speaking behaviour in a variety of situations, including paired sharing and smalland largegroup discussions demonstrate an understanding of appropriate speaking behaviour in a variety of situations, including paired sharing, dialogue, and smalland large-group discussions demonstrate an increasingly sophisticated understanding of appropriate speaking behaviour in a variety of situations, including paired sharing, dialogue, and smalland large-group discussions demonstrate an understanding of appropriate speaking behaviour in most situations, adapting contributions and responses to suit the purpose and audience demonstrate an understanding of appropriate speaking behaviour in most situations, using a variety of speaking strategies and adapting them to suit the purpose and audience 2.3 – Clarity and Coherence communicate ideas and information orally in a clear, coherent manner communicate ideas, opinions, and information orally in a clear, coherent manner using simple but appropriate organizational patterns communicate orally in a clear, coherent manner, presenting ideas, opinions, and information in a logical sequence communicate in a clear, coherent manner, presenting ideas, opinions, and information in a readily understandable form communicate orally in a clear, coherent manner, presenting ideas, opinions, and information in a readily understandable form communicate orally in a clear, coherent manner, using appropriate organizing strategies and formats to link and sequence ideas and information communicate orally in a clear, coherent manner using a structure and style appropriate to both the topic and the intended audience communicate in a clear, coherent manner, using a structure and style appropriate to the purpose, the subject matter, and the intended audience 2.4 – Appropriate Language choose appropriate words to communicate their meaning accurately and engage the interest of their audience choose a variety of appropriate words and phrases to communicate their meaning accurately and engage the interest of their audience choose a variety of appropriate words and phrases, including descriptive words and some technical vocabulary, and a few elements of style, to communicate their meaning accurately and engage the interest of their audience use appropriate words and phrases from the full range of their vocabulary, including inclusive and non-discriminatory terms, and appropriate elements of style, to communicate their meaning accurately and engage the interest of their audience use appropriate words and phrases from the full range of their vocabulary, including inclusive and non-discriminatory language, and stylistic devices suited to the purpose, to communicate their meaning accurately and engage the interest of their audience use appropriate words and phrases from the full range of their vocabulary including inclusive and non-discriminatory language, and stylistic devices appropriate to the purpose and context, to communicate their meaning accurately and engage the interest of their intended audience use appropriate words, phrases, and terminology from the full range of their vocabulary including inclusive and nondiscriminatory language, and a range of stylistic devices, to communicate their meaning accurately and engage the interest of their intended audience use appropriate words, phrases, and terminology from the full range of their vocabulary, including inclusive and nondiscriminatory language, and a range of stylistic devices, to communicate their meaning effectively and engage the interest of their intended audience 2.5 – Vocal Skills and Strategies begin to identify some vocal effects, including tone, pace, pitch, and volume, and use them appropriately to help communicate their meaning identify some vocal effects, including tone, pace, pitch, and volume, and use them appropriately, and with sensitively towards cultural differences, to help communicate their meaning identify some vocal effects, including tone, pace, pitch, and volume, and use them appropriately, and with sensitivity towards cultural differences, to help communicate their meaning identify some vocal effects, including tone, pace, pitch, volume, and a range of sound effects, and use them appropriately and with sensitivity towards cultural differences to help communicate their meaning identify some vocal effects, including tone, pace, pitch, volume, and a variety of sound effects, and use them appropriately and with sensitivity towards cultural differences to help communicate their meaning identify a range of vocal effects, including tone, pace, pitch, volume, and a variety of sound effects, and use them appropriately and with sensitivity towards cultural differences to help communicate their meaning identify a range of vocal effects, including tone, pace, pitch, volume, and a variety of sound effects, and use them appropriately and with sensitivity towards cultural differences to communicate their meaning identify a range of vocal effects, including tone, pace, pitch, volume, and a variety of sound effects, and use them appropriately and with sensitivity towards cultural differences to communicate their meaning 2.6 – Non-Verbal Cues identify some non-verbal cues, including facial expression, gestures, and eye contact, and use them in oral communications, appropriately and with sensitivity towards cultural differences, to help convey their meaning identify some non-verbal cues, including facial expression, gestures, and eye contact, and use them in oral communications, appropriately and with sensitivity towards cultural differences, to help convey their meaning identify some non-verbal cues, including facial expression, gestures, and eye contact, and use them in oral communications, appropriately and with sensitivity towards cultural differences, to help convey their meaning identify some non-verbal cues, including facial expression, gestures, and eye contact, and use them in oral communications, appropriately and with sensitivity towards cultural differences, to help convey their meaning identify a variety of nonverbal cues, including facial expression, gestures, and eye contact, and use them in oral communications, appropriately and with sensitivity towards cultural differences to help convey their meaning identify a variety of nonverbal cues, including facial expression, gestures, and eye contact, and use them in oral communications, appropriately and with sensitivity towards cultural differences, to help convey their meaning identify a variety of nonverbal cues, including facial expression, gestures, and eye contact, and use them in oral communications, appropriately and with sensitivity towards cultural differences, to help convey their meaning identify a variety of nonverbal cues, including facial expression, gestures, and eye contact, and use them in oral communications, appropriately and with sensitivity towards cultural differences, to help convey their meaning ORAL COMMUNICATION

Niagara Catholic District School Board Program Department June 2008 6 ORAL 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 appropriate visual aids to support or enhance oral presentations use a few different visual aids to support or enhance oral presentations use a variety of appropriate visual aids to support or enhance oral presentations use a variety of appropriate visual aids to support or enhance oral presentations use a variety of appropriate visual aids to support or enhance oral presentations use a variety of appropriate visual aids, to support or enhance oral presentations use a variety of appropriate visual aids to support and enhance oral presentations use a variety of appropriate visual aids to support and enhance oral presentations Reflecting on Oral Communication Skills and Strategies (Overall Expectations 3) 3.1 – Metacognition begin to identify, with support and direction, a few strategies they found helpful before, during, and after listening and speaking identify, initially with support and direction, a few strategies they found helpful before, during, and after listening and speaking identify, in conversation with the teacher and peers, what strategies they found most helpful before, during, and after listening and speaking identify, in conversation with the teacher and peers, what strategies they found most helpful before, during, and after listening and speaking and what steps they can take to improve their oral communication skills identify, in conversation with the teacher and peers, what strategies they found most helpful before, during, and after listening and speaking and what steps they can take to improve their oral communication skills identify, in conversation with the teacher and peers, what strategies they found most helpful before, during, and after listening and speaking and what steps they can take to improve their oral communication skills identify what strategies they found most helpful before, during, and after listening and speaking and what steps they can take to improve their oral communication skills identify what strategies they found most helpful before, during, and after listening and speaking and what steps they can take to improve their oral communication skills 3.2 – Interconnected Skills begin to identify how their skills as viewers, representers, readers, and writers help them improve their oral communication skills identify, initially with support and direction, how their skills as viewers, representers, readers, and writers help them improve their oral communication skills identify, in conversation with the teacher and peers, how their skills as viewers, representers, readers, and writers help them improve their oral communication skills identify, in conversation with the teacher and peers, how their skills as viewers, representers, readers, and writers help them improve their oral communication skills identify, in conversation with the teacher and peers, how their skills as viewers, representers, readers, and writers help them improve their oral communication skills identify, in conversation with the teacher and peers, how their skills as viewers, representers, readers, and writers help them improve their oral communication skills identify how their skills as viewers, representers, readers, and writers help them improve their oral communication skills identify how their skills as viewers, representers, readers, and writers help them improve their oral communication skills ORAL COMMUNICATION

The 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 length of 150 words use texts with a minimum length of 500 words use texts with a minimum length of 700 words Short Narrative use texts with a minimum length of 250 words use texts with a minimum length of 250 words use texts with a minimum length of 350 words Informational Text use texts with a minimum length of 250 words use texts with a minimum length of 250 words use texts with a minimum length of 350 words Graphic Text use texts with a minimum length of 200 words use texts with a minimum length of 200 words use texts with a minimum length of 300 words Poetry use texts with a minimum length of 200 words use texts with a minimum length of 200 words use texts with a minimum length of 300 words Niagara Catholic District School Board Program Department June 2008 7

Niagara Catholic District School Board Program Department June 2008 8 READING 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 Texts read a few different types of literary texts, graphic texts and informational texts read some different literary texts, graphic texts, and informational texts read a variety of literary texts, graphic texts, and informational texts read a variety of texts from diverse cultures, including literary texts, graphic texts, and informational texts read a variety of texts from diverse cultures, including literary texts, graphic texts, and informational texts read a wide variety of texts from diverse cultures, including literary texts, graphic texts, and informational texts read a wide variety of increasingly complex or difficult texts from diverse cultures, including literary texts, graphic texts, and informational texts read a wide variety of increasingly complex or difficult texts from diverse cultures, including literary texts, graphic texts, and informational texts 1.2 – Purpose identify a few different purposes for reading and choose reading materials appropriate for those purposes identify several different purposes for reading and choose reading materials appropriate for those purposes identify a variety of purposes for reading and choose reading materials appropriate for those purposes identify a variety of purposes for reading and choose reading materials appropriate for those purposes identify a variety of purposes for reading and choose reading materials appropriate for those purposes identify a variety of purposes for reading and choose reading materials appropriate for those purposes identify a variety of purposes for reading and choose reading materials appropriate for those purposes identify a variety of purposes for reading and choose increasingly complex or difficult reading materials appropriate for those purposes 1.3 – Comprehension Strategies identify a few reading comprehension strategies and use them before, during and after reading to understand texts, initially with support and direction identify several reading comprehension strategies and use them before, during, and after reading to understand texts identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand texts identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand texts identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand texts identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand increasingly complex texts identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand increasingly complex texts identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand increasingly complex or difficult texts 1.4 – Demonstrate Understanding demonstrate understanding of a text by retelling the story or restating information from the text, including the main idea demonstrate understanding of a text by retelling the story or restating information from the text, with the inclusion of a few interesting details demonstrate understanding of a variety of texts by identifying important ideas and some supporting detail demonstrate understanding of a variety of texts by summarizing important ideas and citing supporting details demonstrate understanding of a variety of texts by summarizing important ideas and citing supporting details demonstrate understanding of increasingly complex texts by summarizing and explaining important ideas and citing relevant supporting details demonstrate understanding of increasingly complex texts by summarizing important ideas and citing a variety of details that support the main idea demonstrate understanding of increasingly complex and difficult texts by summarizing important ideas and explaining how the details support the main idea 1.5 – Making Inferences/ Interpreting Texts use stated and implied information and ideas in texts, initially with support and direction, to make simple inferences and reasonable predictions about them use stated and implied information and ideas in texts to make simple inferences and reasonable predictions about them make inferences about texts using stated and implied ideas from the texts as evidence make inferences about texts using stated and implied ideas from the texts as evidence use stated and implied ideas in texts to make inferences and construct meaning develop interpretations about texts using stated and implied ideas to support their interpretations develop and explain interpretations of increasingly complex or difficult texts using stated and implied ideas from the texts to support their interpretations develop and explain interpretations of increasingly complex or difficult texts using stated and implied ideas from the texts to support their interpretations 1.6 – Extending Understanding extend understanding of texts by connecting the ideas in them to their own knowledge and experience, to other familiar texts, and to the world around them extend understanding of texts by connecting the ideas in them to their own knowledge and experience, to other familiar texts, and to the world around them extend understanding of texts by connecting the ideas in them to their own knowledge and experience, to other familiar texts, and to the world around them extend understanding of texts by connecting the ideas in them to their own knowledge, experience, and insights, to other familiar texts, and to the world around them extend understanding of texts by connecting the ideas in them to their own knowledge, experience, and insights, to other familiar texts, and to the world around them extend understanding of texts by connecting, comparing, and contrasting the ideas in them to their own knowledge, experience, and insights, to other familiar texts, and to the world around them extend understanding of texts, including increasingly complex or difficult texts, by connecting the ideas in them to their own knowledge, experience, and insights, to other familiar texts, and to the world around them extend understanding of texts, including increasingly complex or difficult texts, by connecting the ideas in them to their own knowledge, experience, and insights, to other texts, and to the world around them READING

Niagara Catholic District School Board Program Department June 2008 9 READING 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 Text identify the main idea and a few elements of texts, initially with support and direction identify the main idea and some additional elements of texts identify specific elements of texts and explain how they contribute to the meaning of the texts analyze texts and explain how specific elements in them contribute to meaning analyze texts and explain how various elements in them contribute to meaning analyze increasingly complex texts and explain how the different elements in them contribute to meaning analyze a variety of texts, both simple and complex, and explain how the different elements in them contribute to meaning and influence the reader’s reaction analyze a variety of texts, including complex or difficult texts, and explain how the various elements in them contribute to meaning and influence the reader’s reaction 1.8 – Responding to and Evaluating Texts express personal thoughts and feelings about what has been read express personal thoughts and feelings about what has been read express personal opinions about ideas presented in texts express opinions about the ideas and information in texts and cite evidence from the text to support their opinions make judgments and draw conclusions about the ideas and information in texts and cite stated or implied evidence from the text to support their views make judgments and draw conclusions about ideas in texts and cite stated or implied evidence from the text to support their views evaluate the effectiveness of both simple and complex texts based on evidence from the texts evaluate the effectiveness of a text based on evidence taken from that text 1.9 – Point of View begin to identify, with support and direction, the speaker and the point of view presented in a text and suggest a possible alternative perspective identify, initially with support and direction, the speaker and the point of view presented in a text and suggest one or two possible alternative perspectives identify the point of view presented in a text and suggest some possible alternative perspectives identify the point of view presented in a text, citing supporting evidence from the text, and suggest some possible alternative perspectives identify the point of view presented in texts, ask questions to identify missing or possible alternative points of view, and suggest some possible alternative perspectives identify the point of view presented in texts; determine whether they can agree with the view, in whole or in part; and suggest some other possible perspectives identify the point of view presented in texts, including increasingly complex or difficult texts; give evidence of any biases they may contain; and suggest other possible perspectives identify the point of view presented in texts, including increasingly complex or difficult texts; give evidence of any biases they may contain; and suggest other possible perspectives point of view = opinions READING some = few

Niagara Catholic District School Board Program Department June 2008 10 READING 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 characteristics of a few simple text forms, with a focus on literary texts such as a simple fictional story, graphic texts such as a calendar, and informational texts such as a simple “All About ” book identify and describe the characteristics of a few simple text forms, with a focus on literary texts such as a fairy tale, graphic texts such as a primary dictionary, and informational texts such as a “How to” book identify and describe the characteristics of a variety of text forms, with a focus on literary texts such as a fable or adventure story, graphic texts such as a comic book, and informational texts such as a nature magazine.

explain how the particular characteristics of various text forms help communicate meaning, with a focus on literary texts such as a diary or journal, graphic texts such as a brochure, and informational texts such as an encyclopedia analyze a variety of text forms and explain how their particular characteristics help communicate meaning, with a focus on literary texts such as short stories, graphic texts such as a logo, and informational texts such as a movie review analyze a variety of text forms and explain how their particular characteristics help communicate meaning, with a focus on literary texts such as a myth, graphic texts such as an advertisement, and informational texts such as an editorial analyze a variety of text forms and explain how their particular characteristics help communicate meaning, with a focus on literary texts such as a novel analyze a variety of text forms and explain how their particular characteristics help communicate meaning, with a focus on literary texts such as a memoir, graphic texts such as a map, and informational texts such as a magazine article 2.2 – Text Patterns recognize simple organizational patterns in texts of different types and explain, initially with support and direction, how the patterns help readers understand the texts recognize simple organizational patterns in texts of different types, and explain, initially with support and direction, how the patterns help readers understand the texts recognize a few organizational patterns in texts of different types, and explain how the patterns help readers understand the texts recognize a variety of organizational patterns in texts of different types and explain how the patterns help readers understand the texts identify a variety of organizational patterns in a range of texts and explain how they help readers understand the texts identify a variety of organizational patterns in a range of texts and explain how they help readers understand the texts analyze increasingly complex texts to identify organizational patterns used in them and explain how the patterns help communicate meaning analyze increasingly complex texts to identify different types of organizational patterns used in them and explain how the patterns help communicate meaning 2.3 – Text Features identify some text features and explain how they help readers understand texts identify some text features and explain how they help readers understand texts identify a variety of text features and explain how they help readers understand texts identify a variety of text features and explain how they help readers understand texts identify a variety of text features and explain how they help readers understand texts identify a variety of text features and explain how they help readers understand texts identify a variety of text features and explain how they help communicate meaning identify a variety of text features and explain how they help communicate meaning 2.4 – Elements of Style identify some simple elements of style, including voice and word choice, and explain, initially with support and direction, how they help readers understand texts identify some simple elements of style, including voice, word choice, and different types of sentences, and explain how they help readers understand texts identify some elements of style, including voice, word choice, and different types of sentences, and explain how they help readers understand texts identify various elements of style – including alliteration, descriptive adjectives and adverbs, and sentences of different types, lengths, and structures – and explain how they help communicate meaning identify various elements of style – including word choice and the use of similes, personification, comparative adjectives, and sentences of different types, lengths, and structures – and explain how they help communicate meaning.

identify various elements of style – including voice, word choice, and the use of hyperbole, strong verbs, dialogue, and complex sentences – and explain how they help communicate meaning identify various elements of style – including foreshadowing, metaphor, and symbolism – and explain how they help communicate meaning and enhance the effectiveness of texts identify a range of elements of style – including symbolism, irony, analogy, metaphor, and other rhetorical devices – and explain how they help communicate meaning and enhance the effectiveness of texts Reading With Fluency (Overall Expectation 3) 3.1 – Reading Familiar Words automatically read and understand some highfrequency words and words of personal interest or significance, in a variety of reading contexts automatically read and understand many highfrequency words, some words with common spelling patterns, and words of personal interest or significance, in a variety of reading contexts automatically read and understand most highfrequency words, many regularly used words, and words of personal interest or significance, in a variety of reading contexts automatically read and understand highfrequency words, most regularly used words, and words of personal interest or significance in a variety of reading contexts automatically read and understand most words in common use automatically read and understand most words in a range of reading contexts automatically read and understand most words in a wide range of reading contexts automatically read and understand most words in a wide range of reading contexts READING

Niagara Catholic District School Board Program Department June 2008 11 READING 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 Unfamiliar Words predict the meaning of and solve unfamiliar words using different types of cues, including:
  • semantic (meaning) cues
  • syntactic (language structure) cues
  • graphophonic (phonological and graphic) cues predict the meaning of and quickly solve unfamiliar words using different types of cues, including:
  • semantic (meaning) cues
  • syntactic (language structure) cues
  • graphophonic (phonological and graphic) cues predict the meaning of and rapidly solve unfamiliar words using different types of cues, including:
  • semantic (meaning) cues
  • syntactic (language structure) cues
  • graphophonic (phonological and graphic) cues predict the meaning of and rapidly solve unfamiliar words using different types of cues, including:
  • semantic (meaning) cues
  • syntactic (language structure) cues
  • graphophonic (phonological and graphic) cues predict the meaning of and rapidly solve unfamiliar words using different types of cues, including:
  • semantic (meaning) cues
  • syntactic (language structure) cues
  • graphophonic (phonological and graphic) cues predict the meaning of and rapidly solve unfamiliar words using different types of cues, including:
  • semantic (meaning) cues
  • syntactic (language structure) cues graphophonic
  • (phonological and graphic) cues predict the meaning of and rapidly solve unfamiliar words using different types of cues, including:
  • semantic (meaning) cues
  • syntactic (language structure) cues graphophonic
  • (phonological and graphic) cues predict the meaning of and rapidly solve unfamiliar words using different types of cues, including:
  • semantic (meaning) cues
  • syntactic (language structure) cues
  • graphophonic (phonological and graphic) cues 3.3 – Reading Fluently read appropriate, familiar texts at a sufficient rate and with sufficient expression to convey the sense of the text to the reader read appropriate texts at a sufficient rate and with sufficient expression to convey the sense of the text to the reader and to an audience read appropriate texts at a sufficient rate and with sufficient expression to convey the sense of the text readily to the reader and an audience read appropriate texts at a sufficient rate and with sufficient expression to convey the sense of the text readily to the reader and an audience read appropriate texts with expression and confidence, adjusting reading strategies and reading rate to match the form and purpose read appropriate texts with expression and confidence, adjusting reading strategies and reading rate to match the form and purpose read appropriate texts with expression and confidence, adjusting reading strategies and reading rate to match the form and purpose read appropriate texts with expression and confidence, adjusting reading strategies and reading rate to match the form and purpose Reflecting on Reading Skills and Strategies (Overall Expectation 4) 4.1 - Metacognition begin to identify, with support and direction, a few strategies they found helpful before, during, and after reading identify, initially with support and direction, a few strategies that they found helpful before, during, and after reading identify, initially with some support and direction, what strategies they found most helpful before, during, and after reading and how they can use these and other strategies to improve as readers identify, in conversations with the teacher and peers or in a reader’s notebook, what strategies they found most helpful before, during, and after reading and how they can use these and other strategies to improve as readers identify the strategies they found most helpful before, during, and after reading and explain, in conversation with the teacher and/or peers or in a reader’s notebook, how they can use these and other strategies to improve as readers identify the strategies they found most helpful before, during, and after reading and explain, in conversation with the teacher and/or peers, or in a reader’s notebook, how they can use these and other strategies to improve as readers identify a range of strategies they found helpful before, during, and after reading and explain, in conversation with the teacher and/or peers or in a reader’s notebook, how they can use these and other strategies to improve as readers identify the strategies they found most helpful before, during, and after reading and explain, in conversation with the teacher and/or peers or in a reader’s notebook/reflective journal, how they can use these and other strategies to improve as readers 4.2 – Interconnected Skills explain, initially with support and direction, how their skills in listening, speaking, writing, viewing, and representing help them make sense of what they read explain, initially with support and direction, how their skills in listening, speaking, writing, viewing, and representing help them make sense of what they read explain, initially with some support and direction, how their skills in listening, speaking, writing, viewing, and representing help them make sense of what they read explain, in conversations with the teacher and peers or in a reader’s notebook, how their skills in listening, speaking, writing, viewing, and representing help them make sense of what they read explain, in conversations with peers and/or the teacher or in a reader’s notebook, how their skills in listening, speaking, writing, viewing, and representing help them make sense of what they read explain, in conversation with the teacher and/or peers or in a reader’s notebook, how their skills in listening, speaking, writing, viewing, and representing help them make sense of what they read explain, in conversation with the teacher and/or peers or in a reader’s notebook, how their skills in listening, speaking, writing, viewing, and representing help them make sense of what they read explain, in conversation with the teacher and/or peers or in a reader’s notebook/reflective journal, how their skills in listening, speaking, writing, viewing, and representing help them make sense of what they read.

rapidly = quickly READING

The 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 piece (developmentally appropriate) no more than 8-10 lines (letter or story) with direction, support, and feedback from the teacher.

Write one long writing piece no more than 18 lines (letter or story) Write one long writing piece no more than 36 lines (opinion, letter, story, news report, biographical sketch) Short Writing Write two short writing pieces (developmentally appropriate) no more than 4-5 lines each (description, sequence of events, paragraph, recount, procedure, how to report, explanatory paragraph, advertisement) with direction, support, and feedback from the teacher.

Write two short writing pieces no more than 9 lines each (description, sequence of events, paragraph, recount, procedure, how to report, explanatory paragraph, advertisement) Write two short writing pieces no more than 18 lines each (recount, letter, procedure, instructions, directions, informative/ descriptive/ explanatory report, script, advertisement) Informational Text Answer some (developmentally appropriate) multiple choice questions (content, organization, grammar) with direction, support, and feedback from the teacher.

Answer 8 multiple choice questions (content, organization, grammar) Answer 8 multiple choice questions (content, organization, grammar) Graphic Text N/A N/A N/A Poetry N/A N/A N/A Niagara Catholic District School Board Program Department June 2008 12

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