English Language Arts 1-5 Outcomes and Indicators

Grade 1 / Grade 2 / Grade 3 / Grade 4 / Grade 5
CR1.1 Comprehend and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia) that address:
identity (e.g., All About Me)
community (e.g., Friends and Family)
social responsibility (e.g., Conservation) and relate to own feelings, ideas, and experiences. / CR2.1 Comprehend and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia) that address:
identity (e.g., Just Watch Me)
community (e.g., People and Places)
social responsibility (e.g., Friendship) and make connections to prior learning and experiences. / CR3.1 Comprehend and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia) that address:
identity (e.g., Spreading My Wings)
community (e.g., Hand in Hand)
social responsibility (e.g., All Together) and make comparison with personal experiences. / CR4.1 Comprehend and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia texts) that address:
identity (e.g., Expressing Myself)
community (e.g., Building Community)
social responsibility (e.g., Preserving a Habitat) and support response with evidence from text and from own experiences. / CR5.1 Analyze and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia texts) that address:
identity (e.g., Exploring Heritage)
community (e.g., Teamwork)
social responsibility (e.g., What is Fair?).
  1. View, listen to, read, and respond to a variety of texts including First Nations and Métis resources that present different viewpoints and perspectives on issues related to identity, community, and social responsibility.
  2. Make and share connections among texts, prior knowledge, and personal experiences (e.g., family traditions).
  3. Relate aspects of stories and characters from various texts to personal feelings and experiences.
  4. Show awareness of the experiences and ideas of other persons encountered through texts.
  5. Describe characters, the way they might feel, and the way situations might cause them to feel.
  6. Show respect for own culture and the various cultures, lifestyles, and experiences represented in texts including First Nations and Métis cultures.
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  1. View, listen to, read, and respond to a variety of texts including First Nations and Métis resources that present different viewpoints and perspectives on issues and topics related to identity, community, and social responsibility and relate to own experiences.
  2. Discuss the experiences and traditions of various communities and cultures portrayed in texts including First Nations and Métis resources.
  3. Connect situations portrayed in texts (including First Nations and Métis texts) to personal experiences and prior learning.
  4. Identify similarities and differences between what is known and what is presented in texts.
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  1. View, listen to, read, and respond to a variety of texts that reflect the issues related to identity, community, and social responsibility and connect to personal experiences, other texts, and other areas of study.
  2. Describe similarities between experiences and traditions encountered in daily life and those portrayed in various texts including First Nations and Métis texts.
  3. Compare portrayals of individuals or situations in various texts to personal experiences.
  4. Recognize the range of cultures, human behaviours, experiences, emotions, and ideas conveyed through literary texts including First Nations and Métis texts.
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  1. View, listen to, read, and respond to a variety of texts that reflect diverse personal identities, worldviews, and backgrounds (e.g., culture, age, gender, language) including First Nations and Métis texts.
  2. View, listen to, and read a variety of texts related to theme or topic of study and show comprehension by:
  • retelling and explaining the ideas and information presented in texts
  • recognizing and understanding the text structures (e.g., narrative, informational, poetry) and features (e.g., description, figurative language, graphics)
  • responding to and interpreting the texts, and explaining and supporting response with evidence from the texts.
  1. Connect the insights of an individual or individuals in texts to personal experiences.
  2. Identify similarities and differences between personal experiences and the experiences of people from various cultures portrayed in a variety of texts including First Nations and Métis texts.
  3. Identify cultural representations in oral, print, and other media texts from various communities including First Nations and Métis communities.
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  1. View, listen to, read and respond to a variety of visual, multimedia, oral, and print texts that examine the diverse range of personal identities, perspectives, and backgrounds (e.g., appearance, culture, socio-economic status, abilities, age, gender, sexual orientation, language, career path) including First Nations and Métis texts.
  2. View, listen to, and read a variety of texts related to the theme or topic of study and show comprehension by:
  • understanding, retelling, and explaining the ideas and information presented in the texts
  • analyzing the text structures and features
  • analyzing the texts and developing responses with evidence from the texts, personal experience, and research.
  1. Describe and build upon connections between previous experiences, prior knowledge, and a variety of texts.
  2. Compare the challenges and situations encountered in daily life with those experienced by people in other times, places, and cultures as portrayed in a variety of texts including First Nations and Métis texts.
  3. Compare individuals and situations portrayed in various texts (including First Nations and Métis resources) to those encountered in real life.
  4. Draw on oral, print, and other media texts including First Nations and Métis texts to explain personal perspectives on cultural representations.

CR1.2 View and comprehend the explicit messages, feelings, and features in a variety of visual and multimedia texts (including pictures, photographs, simple graphs, diagrams, pictographs, icons, and illustrations). / CR2.2 View and explain (with support from the text) the key literal and inferential ideas (messages), important details, and how elements (such as colour, layout, medium, and special fonts) enhance meaning in grade-appropriate visual and multimedia texts. / CR3.2 View and respond to grade-appropriate visual and multimedia texts (including videos, cartoons, illustrations, diagrams, charts, maps, and posters) explaining reactions and connections as well as visual features that convey humour, emotion, and mood. / CR4.2 View and respond to visual and multimedia texts (including graphs, charts, diagrams, maps, multimedia DVD, websites, television programs, advertisements, posters), explaining the creator’s technique and the impact on viewers. / CR5.2 View and evaluate, critically,visual and multimedia texts identifying the persuasive techniques including promises, flattery, and comparisons used to influence or persuade an audience.
  1. Identify and locate the key information in pictures, charts, and other visual forms (e.g., photographs, physical movement, icons) including traditional and contemporary First Nations and Métis resources and performances.
  2. Select and use the appropriate before, during, and after strategies when viewing.
  3. Use applicable pragmatic, textual, syntactic, semantic/lexical/morphological, graphophonic, and other communication cues and conventions to construct and communicate meaning when viewing.
  4. Recognize the commonalities in works by the same illustrator.
  5. View a video version of a print book and discuss how the two versions are the same and different.
  6. Distinguish between daily life and life depicted in television shows, cartoons, and films.
  7. Recognize feelings portrayed in visual and multimedia texts, including pictures, photographs, diagrams, pictographs, and icons.
  8. View and demonstrate understanding that visual texts are sources of information including ideas and information about First Nations, Métis, Inuit peoples, and other cultures.
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  1. View and demonstrate comprehension of grade-appropriate visual and multimedia texts including multimedia clips, signs, illustrations, diagrams, photographs, graphs, simple charts, and posters.
  2. Select and use task-relevant before, during, and after strategies to construct meaning when viewing.
  3. Understand and apply the appropriate cues and conventions (pragmatic, textual, syntactical, semantic/lexical/morphological, graphophonic, and other) to construct and confirm meaning when viewing.
  4. Obtain information from different media (e.g., multimedia clips, websites, video clips, magazine photographs).
  5. Show courtesy and respect while viewing (e.g., presentations by individuals from various cultures including First Nations and Métis).
  6. View and interpret, with teacher support, the purpose of a message (e.g., to sell a product, to express feelings, to inform).
  7. Distinguish between fact (observable) and fantasy (imagined).
  8. Identify the intent and appeal of particular television advertisements aimed at children.
  9. Distinguish between a commercial and a program on television.
  10. Explain how elements such as colour, sound, music, physical movement, and arrangement enhance visual and multimedia texts and products including First Nations and Métis texts, visual art works, and performances such as music, dance, and drama.
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  1. Determine main ideas in visual and multimedia texts including safe websites designed for children (including First Nations and Métis resources).
  2. Select and use appropriate strategies (before, during, and after) to construct and confirm meaning when viewing.
  3. Understand and apply the suitable pragmatic, textual, syntactical, semantic/lexical/morphological, graphophonic, and other cues and conventions to construct and confirm meaning when viewing.
  4. Record facts and ideas from grade-appropriate visual and multimedia texts including DVD, television program, magazine, and reference resources.
  5. Identify design, layout, and other features (e.g., colour, bold typeface, and sound effects) that help to understand grade-appropriate visual and multimedia texts (including First Nations and Métis resources).
  6. Describe perspectives or messages promoted by particular visual depictions in a film/video/DVD or magazine article.
  7. View and identify purpose for visual features used.
  8. Compare a variety of visual representations of the same story or tale (including contemporary and traditional First Nations and Métis stories and art) and compare ideas and points of view expressed in various media.
  9. Identify and discuss the key visual features such as colour, line, and size of an illustrator’s style and how they relate to print text and add to or supplement words.
  10. Express preferences for particular texts.
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  1. Discuss visual experiences (e.g., what was seen and the effectiveness).
  2. Select and use pertinent before, during, and after strategies to construct meaning when viewing.
  3. Understand and apply cues and conventions including pragmatic, textual, syntactical, semantic/lexical/morphological, graphophonic, and others to construct and confirm meaning when viewing.
  4. Evaluate the role of visuals in focusing attention on particular aspects or events, and influencing opinions on issues.
  5. Identify the intent and appeal of particular TV and print advertisements and other visuals including First Nations and Métis art and other texts.
  6. Identify, with support, the values and aspects of various cultures underlying visual messages including First Nations and Métis art and other texts.
  7. Understand how a range of visual features (e.g., graphs, images, illustrations, charts, maps, diagrams) can enhance and clarify spoken, written, or silent messages.
  8. View a multimedia presentation and identify how the language, visual, and multimedia features (e.g., sound, colour, movement) are used to persuade.
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  1. Gather information from a variety of media (e.g., photographs, web sites, maps, diagrams, posters, videos, advertising, double bar graphs, maps, videos).
  2. Select and flexibly use appropriate strategies (before, during, and after) to construct meaning when viewing.
  3. Understand and apply relevant pragmatic, textual, syntactical, semantic/lexical/morphological, graphophonic, and other cues and conventions of communication to construct and confirm meaning when viewing.
  4. Discuss purpose, perspectives, and biases and how visual texts including First Nations and Métis resources can be used to persuade others.
  5. Recognize point of view and distinguish between fact and opinion.
  6. Identify the values underlying visual messages and recognize persuasive techniques and purposes in oral presentations and various media (e.g., promises, dares, flattery, comparisons).
  7. Analyze visual texts (including First Nations and Métis art and other texts) as sources for information, entertainment, persuasion, interpretation of events, and transmission of culture.
  8. Identify how the language, explicit and implicit messages, and visual and multimedia features (e.g., sound, colour, movement) are used to influence the intended audience.

CR1.3 Listen to and comprehend a variety of texts (including a book read aloud, a person speaking, and directions) to retell the sequence and key points (who, what, when, where, why, and how). / CR2.3 Listen and retell (with support from the text) the key literal and inferential ideas (messages) and important details heard in small- and large-group activities, and follow oral directions and demonstrations. / CR3.3 Listen to and understand information, identify main ideas and supporting details, compare different ideas and points of view, and explain connections made between texts heard. / CR4.3 Listen, summarize, paraphrase, and evaluate what was heard and draw conclusions. / CR5.3 Listen purposefully to a range of texts from a variety of cultural traditions (including oral traditions shared by First Nations and Métis Elders and Knowledge Keepers) to understand ideas and instructions, to evaluate the message heard and the required follow-up action, and to draw conclusions about speaker’s verbal and non-verbal message(s), purpose, point of view, and techniques used in presentation.
  1. Listen and respond appropriately to a range of oral communications including selected works of children’s literature and traditional and contemporary First Nations and Métis stories.
  2. Select and use the appropriate before, during, and after strategies when listening.
  3. Use applicable pragmatic, textual, syntactic, semantic/lexical/morphological, graphophonic, and other communication cues and conventions to construct and communicate meaning when listening.
  4. Retell stories (including oral traditions shared by Elders and Knowledge Keepers) by relating the sequence of story events by answering who, what, when, where, why, and how questions.
  5. Listen to texts and retell the most important information (e.g., who, what, when, where, why, and how).
  6. Listen courteously and attentively to understand the meaning and intent of others.
  7. Demonstrate attentiveness and comprehension as a listener through body language and facial expressions (e.g., nodding in agreement).
  8. Listen to carry out directions with four to six simple steps.
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  1. Listen and demonstrate comprehension by retelling key points (who, what, where, when, and why) in grade-appropriate literary and informational texts including First Nations and Métis resources.
  2. Select and use task-relevant before, during, and after strategies to construct meaning when listening.
  3. Understand and apply the appropriate cues and conventions (pragmatic, textual, syntactical, semantic/lexical/morphological, graphophonic, and other) to construct and confirm meaning when listening.
  4. Listen to and follow independently a series of related directions or instructions related to class activities.
  5. Paraphrase information that has been shared by others (e.g., a visitor such as a grandparent, an Elder, or a Knowledge Keeper).
  6. Ask for clarification and explanation of oral stories and information (including stories and information from contemporary and traditional First Nations and Métis resources).
  7. Follow and retell the important steps in demonstrations.
  8. Listen courteously during discussions and while working in pairs and small groups to share ideas, obtain information, solve problems, and ask and respond to relevant questions.
  9. Recall several ideas about a topic presented or discussed in class.
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  1. Listen to a short presentation and make some notes.
  2. Select and use appropriate strategies (before, during, and after) to construct and confirm meaning when listening.
  3. Understand and apply the suitable pragmatic, textual, syntactical, semantic/lexical/morphological, graphophonic, and other cues and conventions to construct and confirm meaning when listening.
  4. Follow multi-step directions independently.
  5. Distinguish between speaker’s opinions and verifiable fact.
  6. Identify and explain what peers said about a particular text or subject.
  7. Retell, paraphrase, and explain what a speaker said (including Elders, Knowledge Keepers, and community members).
  8. Identify simple poetic effects in oral language (e.g., rhymes, repeated sounds, instances of onomatopoeia and alliteration).
  9. Listen attentively and courteously to each other in discussions and to guest speakers; show respect for the ideas, language, and communication styles of others; and give sensitive and thoughtful responses.
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  1. Listen critically and respond appropriately to a range of oral communications including oral traditions passed on by First Nations Elders and Knowledge Keepers.
  2. Select and use pertinent before, during, and after strategies to construct meaning when listening.
  3. Understand and apply cues and conventions including pragmatic, textual, syntactical, semantic/lexical/morphological, graphophonic, and others to construct and confirm meaning when listening.
  4. Distinguish between verifiable fact and opinion and analyze the message and presentation for evidence.
  5. Ask thoughtful questions that probe deeper thought and respond to questions with elaboration.
  6. Summarize and paraphrase major ideas and supporting evidence presented in spoken messages and formal presentations.
  7. Follow multi-step directions and instructions independently.
  8. Draw conclusions supported by ideas presented.
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  1. Listen purposefully to a range of texts from a variety of cultural traditions including First Nations and Métis and identify and summarize main ideas, supporting details, and opinions heard.
  2. Select and flexibly use appropriate strategies (before, during, and after) to construct meaning when listening.
  3. Understand and apply relevant pragmatic, textual, syntactical, semantic/lexical/morphological, graphophonic, and other cues and conventions of communication to construct and confirm meaning when listening.
  4. Evaluate the content of a variety of oral communications and ask questions to seek information not already discussed.
  5. Interpret a speaker’s verbal and non-verbal messages, purposes, and perspectives including First Nations and Métis Elders and Knowledge Keepers.
  6. Listen to differentiate between fact and opinion, to analyze the message and presentation, and to draw conclusions about the ideas presented and strategies used.
  7. Listen purposefully to instructions and procedures and decide the best way to carry them out.
  8. Draw conclusions about speaker’s verbal and non-verbal message(s), purpose, point of view, and techniques used in presentation (including First Nations and Métis Elders and Knowledge Keepers).