Curriculum Language

THE ONTARIO CURRICULUM
GRADES 1–8
Language
2023
This file is an extract and may not reflect or represent the full Ontario Curriculum.
Printed on 2024-06-28
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EXTRACT 1 Printed on 2024-06-28

This curriculum policy replaces The Ontario Curriculum, Grades 1–8: Language, 2006. Beginning in
September 2023, all language programs for Grades 1 to 8 will be based on the expectations outlined in
this curriculum policy.

Contents
Assessment and Evaluation ..........................................................................................................................4
Introduction ..............................................................................................................................................4
Fundamental Principles ............................................................................................................................4
Culturally Responsive and Relevant Assessment and Evaluation .............................................................5
Learning Skills and Work Habits ................................................................................................................7
Content Standards and Performance Standards ......................................................................................7
Assessment “for Learning” and “as Learning” ..........................................................................................8
Evaluation .................................................................................................................................................8
Reporting Student Achievement ............................................................................................................10
Categories of Knowledge and Skills ........................................................................................................11
Criteria and Descriptors ..........................................................................................................................11
Levels of Achievement ............................................................................................................................12
Sample Achievement Charts ...................................................................................................................13
Language, Grade 4 ......................................................................................................................................29
Expectations by strand............................................................................................................................29
A. Literacy Connections and Applications ...............................................................................................29
B. Foundations of Language....................................................................................................................31
C. Comprehension: Understanding and Responding to Texts ................................................................34
D. Composition: Expressing Ideas and Creating Texts ............................................................................37
Information for parents ..........................................................................................................................39
Une publication équivalente est disponible en français sous le titre suivant : Le curriculum de l’Ontario
de la 1re à la 8e année – Français (2023)

Assessment and Evaluation
Introduction
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Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, First Edition, Covering
Grades 1 to 12, 2010 sets out the Ministry of Education’s assessment, evaluation, and reporting policy.
The policy aims to maintain high standards, improve student learning, and benefit students, parents1,
and teachers in elementary and secondary schools across the province. Successful implementation of
this policy depends on the professional judgement2 of educators at all levels as well as on their ability to
work together and to build trust and confidence among parents and students.
A brief summary of some major aspects of the current assessment, evaluation, and reporting policy is
given below. Teachers should refer to Growing Success for more detailed information.
Fundamental Principles
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The primary purpose of assessment and evaluation is to improve student learning.
The seven fundamental principles given below (excerpted from Growing Success, page 6) lay the
foundation for rich and challenging practice. When these principles are fully understood and observed
by all teachers, they will guide the collection of meaningful information that will help inform
instructional decisions, promote student engagement, and improve student learning.
To ensure that assessment, evaluation, and reporting are valid and reliable, and that they lead to the
improvement of learning for all students, teachers use practices and procedures that:
• are fair, transparent, and equitable;

• support all students;
1 The word parent(s) is used on this website to refer to parent(s) and guardian(s). It may also be taken to
include caregivers or close family members who are responsible for raising the child.
2 “Professional judgement”, as defined in Growing Success (p. 152), is “judgement that is informed by
professional knowledge of curriculum expectations, context, evidence of learning, methods of
instruction and assessment, and the criteria and standards that indicate success in student learning. In
professional practice, judgement involves a purposeful and systematic thinking process that evolves in
terms of accuracy and insight with ongoing reflection and self-correction”.

• are carefully planned to relate to the curriculum expectations and learning goals and, as much
as possible, to the interests, learning styles and preferences, needs, and experiences of all
students;
• are communicated clearly to students and parents at the beginning of the school year or course
and at other appropriate points throughout the school year or course;
• are ongoing, varied in nature, and administered over a period of time to provide multiple
opportunities for students to demonstrate the full range of their learning;
• provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support
improved learning and achievement;
• develop students’ self-assessment skills to enable them to assess their own learning, set specific
goals, and plan next steps for their learning.
Culturally Responsive and Relevant Assessment and

Evaluation
Culturally responsive and relevant pedagogy (CRRP) reflects and affirms students’ cultural and social
identities, languages, and family structures. It involves careful acknowledgement, respect, and
understanding of the similarities and differences among students, and between students and teachers,
in order to respond effectively to student thinking and promote student learning.
Engaging in assessment from a CRRP stance requires that teachers gain awareness of and reflect on their
own beliefs about who a learner is and what they can achieve (see the questions for consideration
provided below). In this process, teachers engage in continual self-reflection – and the critical analysis of
various data – to understand and address the ways in which teacher identity and bias affect the
assessment and evaluation of student learning. Assessment from a CRRP stance starts with having a
deep knowledge of every student and an understanding of how they learn best.
The primary purpose of assessment is to improve student learning. Assessment for learning creates
opportunities for teachers to intentionally learn about each student and their sociocultural and linguistic
background in order to gather a variety of evidence about their learning in a way that is reflective of and
responsive to each student’s strengths, experiences, interests, and cultural ways of knowing. Ongoing
descriptive feedback and responsive coaching are essential for improving student learning.
Teachers engage in assessment as learning by creating ongoing opportunities for all students to develop
their capacity to be confident, independent, autonomous learners who set individual goals, monitor
their own progress, determine next steps, and reflect on their thinking and learning in relation to
learning goals and curriculum expectations. One way in which teachers differentiate assessment is by
providing tasks that allow multiple entry points for all students and that enable all students to design
and create personally meaningful assignments, projects, performances, and other demonstrations of
their learning.

Assessment of learning is used by the teacher to summarize student learning at a given point in time.
This summary is used to make judgements about the quality of student learning on the basis of
established criteria, to assign a value to represent that quality, and to support the communication of
information about achievement to each student and to parents, teachers, and others.
The evidence that is collected about student learning, including through observations and conversations
as well as student products, should reflect and affirm the student’s lived experiences within their school,
home, and community, their learning strengths, and their knowledge of concepts and skills. This process
of triangulating evidence of student learning allows teachers to improve their understanding of how
each student is progressing in their learning.
When teachers engage in the process of examining their own biases regarding classroom assessment
and evaluation practices, they might consider some of the following questions:
• Are the tasks accessible to, and inclusive of, all learners? Do the tasks include appropriate and
varied entry points for all students?
• Do the tasks connect to students' prior learning and give them opportunities to be sense makers
and to integrate their new learning? Do the selected tasks reflect students’ identities and lived
experiences?
• Do all students have equitable access to the tools they need to complete the tasks being set?
• What opportunities can teachers build into their practice to offer students descriptive feedback
to enhance learning? Are graded assessment tasks used in a way that complements the use of
descriptive feedback for growth?
• How can information be conveyed about students’ learning progress to students and parents in
an ongoing and meaningful way?
• What is the purpose of assigning and grading a specific task or activity? Are student choice and
agency considered?
• How do teacher biases influence decisions about what tasks or activities are chosen for
assessment?
Learning Skills and Work Habits

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The development of learning skills and work habits is an integral part of a student’s learning. To the
extent possible, however, the evaluation of learning skills and work habits, apart from any that may be
included as part of a curriculum expectation in a course, should not be considered in the determination
of a student’s grades. Assessing, evaluating, and reporting on the achievement of curriculum
expectations and on the demonstration of learning skills and work habits separately allows teachers to
provide information to the parents and student that is specific to each of these two areas.
The six learning skills and work habits are responsibility, organization, independent work, collaboration,
initiative, and self-regulation.

Content Standards and Performance Standards
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The Ontario curriculum for Grades 1 to 12 comprises content standards and performance standards.
Assessment and evaluation will be based on both the content standards and the performance standards.
The content standards are the overall and specific curriculum expectations given in the curriculum for
every subject and discipline.
The performance standards are outlined in the achievement chart, also provided in the curriculum for
every subject and discipline (each achievement chart is specific to the subject/discipline; see the sample
charts provided). The achievement chart is a standard province-wide guide and is to be used by all
teachers as a framework for assessing and evaluating student achievement of the expectations in the
particular subject or discipline. It enables teachers to make consistent judgements about the quality of
student learning, based on clear performance standards and on a body of evidence collected over time.
It also provides teachers with a foundation for developing clear and specific feedback for students and
parents.
The purposes of the achievement chart are to:
• provide a common framework that encompasses all curriculum expectations for all
subjects/courses across the grades;
• guide the development of high-quality assessment tasks and tools (including rubrics);
• help teachers plan instruction for learning;
• provide a basis for consistent and meaningful feedback to students in relation to provincial
content and performance standards;
• establish categories and criteria for assessing and evaluating students’ learning.
Assessment “for Learning” and “as Learning”

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Assessment is the process of gathering information that accurately reflects how well a student is
achieving the curriculum expectations in a grade or course. The primary purpose of assessment is to
improve student learning. Assessment for the purpose of improving student learning is seen as both
“assessment for learning” and “assessment as learning”. As part of assessment for learning, teachers
provide students with descriptive feedback and coaching for improvement. Teachers engage in
assessment as learning by helping all students develop their capacity to be independent, autonomous
learners who are able to set individual goals, monitor their own progress, determine next steps, and
reflect on their thinking and learning.

As essential steps in assessment for learning and as learning, teachers need to:
• plan assessment concurrently and integrate it seamlessly with instruction;

• share learning goals and success criteria with students at the outset of learning to ensure that
students and teachers have a common and shared understanding of these goals and criteria as
learning progresses;
• gather information about student learning before, during, and at or near the end of a period of
instruction, using a variety of assessment strategies and tools;
• use assessment to inform instruction, guide next steps, and help students monitor their
progress towards achieving their learning goals;
• analyse and interpret evidence of learning;
• give and receive specific and timely descriptive feedback about student learning;
• help students to develop skills of peer assessment and self-assessment.
Evaluation
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Evaluation refers to the process of judging the quality of student learning on the basis of established
performance standards, and assigning a value to represent that quality. Evaluation accurately
summarizes and communicates to parents, other teachers, employers, institutions of further education,
and students themselves what students know and can do with respect to the overall curriculum
expectations. Evaluation is based on assessment of learning that provides evidence of student
achievement at strategic times throughout the course, often at the end of a period of learning.
All curriculum expectations must be accounted for in instruction and assessment, but evaluation focuses
on students’ achievement of the overall expectations3. Each student’s achievement of the overall
expectations is evaluated on the basis of the student’s achievement of related specific expectations. The
overall expectations are broad in nature, and the specific expectations define the particular content or
scope of the knowledge and skills referred to in the overall expectations. Teachers will use their
professional judgement to determine which specific expectations should be used to evaluate
achievement of the overall expectations, and which ones will be accounted for in instruction and
assessment but not necessarily evaluated.
Determining a report card grade involves the interpretation of evidence collected through observations,
conversations, and student products (tests/exams, assignments for evaluation), combined with the
3Beginning in the 2021–22 school year, schools are asked not to assess, evaluate or report on the
overall expectations related to social-emotional learning skills in The Ontario Curriculum, Grades 1–8,
Mathematics (2020) and The Ontario Curriculum, Grades 1–8, Health and Physical Education (2019). It is
the ministry’s expectation that instruction of the social-emotional learning skills will continue while
educators engage in ongoing professional learning.

teacher’s professional judgement and consideration of factors such as the number of tests/exams or
assignments for evaluation that were not completed or submitted and the fact that some evidence may
carry greater weight than other evidence.
Secondary
Seventy per cent of the final grade (a percentage mark) in a course will be based on evaluation
conducted throughout the course. This portion of the grade should reflect the student’s most consistent
level of achievement, with special consideration given to more recent evidence. Thirty per cent will be
based on a final evaluation administered at or towards the end of the course. This evaluation will be
based on evidence from one or a combination of the following: an examination, a performance, an
essay, and/or another method of evaluation suitable to the course content. The final evaluation allows
the student an opportunity to demonstrate comprehensive achievement of the overall expectations for
the course.
Reporting Student Achievement

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Elementary
Three formal report cards are issued in Ontario’s publicly funded elementary schools, as described
below.
The Elementary Progress Report Card shows a student’s development of learning skills and work habits
during the fall of the school year, as well as the student’s general progress in working towards
achievement of the curriculum expectations in each subject (reported as “progressing very well”,
“progressing well”, or “progressing with difficulty”).
The Elementary Provincial Report Card shows a student’s achievement at specific points in the school
year. The first Provincial Report Card reflects student achievement of the overall curriculum
expectations introduced and developed from September to January/February of the school year, as well
as the student’s development of learning skills and work habits during that period. The second reflects
achievement of curriculum expectations introduced or further developed from January/February to
June, as well as further development of learning skills and work habits during that period. The Provincial
Report Card for Grades 1–6 uses letter grades; the report card for Grades 7 and 8 uses percentage
grades.
Secondary
The Provincial Report Card, Grades 9–12, shows a student’s achievement at specific points in the school
year or semester. There are two formal reporting periods for a semestered course and three formal

reporting periods for a non-semestered course. The reports reflect student achievement of the overall
curriculum expectations, as well as development of learning skills and work habits.
Communication with parents and students
Although there are formal reporting periods, communication with parents and students about student
achievement should be continuous throughout the year or course, by a variety of means, such as
parent-teacher or parent-student-teacher conferences, portfolios of student work, student-led
conferences, interviews, phone calls, checklists, and informal reports. Communication about student
achievement should be designed to provide detailed information that will encourage students to set
goals for learning, help teachers to establish plans for teaching, and assist parents in supporting learning
at home.
Categories of Knowledge and Skills

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The categories represent four broad areas of knowledge and skills within which the expectations for any
given subject or course can be organized. The four categories should be considered as interrelated,
reflecting the wholeness and interconnectedness of learning.
The categories help teachers focus not only on students’ acquisition of knowledge but also on their
development of the skills of thinking, communication, and application.
The categories of knowledge and skills are as follows:
Knowledge and Understanding. Subject-specific content acquired in each grade or course (knowledge),
and the comprehension of its meaning and significance (understanding).
Thinking. The use of critical and creative thinking skills and/or processes.
Communication. The conveying of meaning and expression through various forms.
Application. The use of knowledge and skills to make connections within and between various contexts.
In all subjects and courses, students should be given numerous and varied opportunities to demonstrate
the full extent of their achievement of the curriculum expectations across all four categories of
knowledge and skills.
Teachers will ensure that student learning is assessed and evaluated in a balanced manner with respect
to the four categories, and that achievement of particular expectations is considered within the
appropriate categories. The emphasis on “balance” reflects the fact that all categories of the
achievement chart are important and need to be a part of the process of instruction, learning,
assessment, and evaluation. However, it also indicates that for different courses, the relative

importance of each of the categories may vary. The importance accorded to each of the four categories
in assessment and evaluation should reflect the emphasis accorded to them in the curriculum
expectations for the subject or course and in instructional practice.
Criteria and Descriptors

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To further guide teachers in their assessment and evaluation of student learning, the achievement chart
provides “criteria” and “descriptors”.
A set of criteria is identified for each category in the achievement chart. The criteria are subsets of the
knowledge and skills that define the category. The criteria identify the aspects of student performance
that are assessed and/or evaluated, and they serve as a guide to what teachers look for. Each curriculum
has subject- or discipline-specific criteria and descriptors. For example, in the English curriculum, in the
Knowledge and Understanding category, the criteria are “knowledge of content” and “understanding of
content”. The former includes examples such as forms of text and elements of style, and the latter
includes examples such as relationships among facts. “Descriptors” indicate the characteristics of the
student’s performance, with respect to a particular criterion, on which assessment or evaluation is
focused. Effectiveness is the descriptor used for each of the criteria in the Thinking, Communication, and
Application categories. What constitutes effectiveness in any given performance task will vary with the
particular criterion being considered. Assessment of effectiveness may therefore focus on a quality such
as appropriateness, clarity, accuracy, precision, logic, relevance, significance, fluency, flexibility, depth,
or breadth, as appropriate for the particular criterion.
Levels of Achievement
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The achievement chart also identifies four levels of achievement, defined as follows:
Level 1 represents achievement that falls much below the provincial standard. The student
demonstrates the specified knowledge and skills with limited effectiveness. Students must work at
significantly improving in specific areas, as necessary, if they are to be successful in a subject or course in
the next grade.
Level 2 represents achievement that approaches the standard. The student demonstrates the specified
knowledge and skills with some effectiveness. Students performing at this level need to work on
identified learning gaps to ensure future success.

Level 3 represents the provincial standard for achievement. The student demonstrates the specified
knowledge and skills with considerable effectiveness. Parents of students achieving at level 3 can be
confident that their children will be prepared for work in subsequent grades or courses.
Level 4 identifies achievement that surpasses the provincial standard. The student demonstrates the
specified knowledge and skills with a high degree of effectiveness. However, achievement at level 4 does
not mean that the student has achieved expectations beyond those specified for the grade or course.
Specific “qualifiers” are used with the descriptors in the achievement chart to describe student
performance at each of the four levels of achievement – the qualifier limited is used for level 1; some for
level 2; considerable for level 3; and a high degree of or thorough for level 4. Hence, achievement at
level 3 in the Thinking category for the criterion “use of planning skills” would be described in the
achievement chart as “[The student] uses planning skills with considerable effectiveness”.
Sample Achievement Charts

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Three samples of the achievement chart are provided, from the following subjects/disciplines:
• The Arts, Grades 1–8

• Science and Technology, Grades 1–8
• English, Grades 11 and 12
These three samples illustrate the consistent characteristics of the performance standards across all
subjects and disciplines and across all grades. The samples also illustrate how the achievement chart
varies – particularly with respect to the examples provided for the criteria in each category – to reflect
the nature of the particular subject or discipline. For instance, the examples for the criterion
“Application of knowledge and skills” in the Application category of the achievement chart for the arts
include performance skills, composition, and choreography, whereas those for science and technology
include investigation skills and safe use of equipment and technology.
As discussed in the preceding sections, the achievement chart identifies four categories of knowledge
and skills and four levels of achievement in the particular subject/discipline.
The Achievement Chart for The Arts, Grades 1–8
Knowledge and Understanding – Subject-specific content acquired in each grade (knowledge), and
the comprehension of its meaning and significance (understanding)
Categories Level 1 Level 2 Level 3 Level 4
The student:

Knowledge of content (e.g., demonstrates demonstrates demonstrates demonstrates
facts, genres, terms, limited some considerable thorough
definitions, techniques, knowledge of knowledge of knowledge of knowledge of
elements, principles, forms, content content content content
structures, conventions)
Understanding of content demonstrates demonstrates demonstrates demonstrates
(e.g., concepts, ideas, limited some considerable thorough
procedures, processes, understanding understanding understanding understanding
themes, relationships among of content of content of content of content
elements, informed opinions)
Thinking – The use of critical and creative thinking skills and/or processes
The student:
Use of planning skills (e.g., uses planning uses planning uses planning uses planning
formulating questions, skills with skills with skills with skills with a
generating ideas, gathering limited some considerable high degree of
information, focusing effectiveness effectiveness effectiveness effectiveness
research, outlining, organizing
an arts presentation or
project, brainstorming/
bodystorming, blocking,
sketching, using visual
organizers, listing goals in a
rehearsal log, inventing
notation)
Use of processing skills (e.g., uses uses uses uses
analysing, evaluating, processing processing processing processing
inferring, interpreting, editing, skills with skills with skills with skills with a
revising, refining, forming limited some considerable high degree of
conclusions, detecting bias, effectiveness effectiveness effectiveness effectiveness
synthesizing)
Use of critical/creative uses critical/ uses critical/ uses critical/ uses critical/
thinking processes (e.g., creative creative creative creative
creative and analytical thinking thinking thinking thinking
processes, design process, processes with processes with processes with processes with
exploration of the elements, limited some considerable a high degree
problem solving, reflection, effectiveness effectiveness effectiveness of
elaboration, oral discourse, effectiveness
evaluation, critical literacy,
metacognition, invention,
critiquing, reviewing)
Communication – The conveying of meaning through various forms
The student:

Expression and organization expresses and expresses and expresses and expresses and
of ideas and understandings organizes ideas organizes ideas organizes ideas organizes ideas
in art forms (dance, drama, and and and and
music, and the visual arts), understandings understandings understandings understandings
including media/ multimedia with limited with some with with a high
forms (e.g., expression of effectiveness effectiveness considerable degree of
ideas and feelings using effectiveness effectiveness
visuals, movements, the voice,
gestures, phrasing,
techniques), and in oral and
written forms (e.g., clear
expression and logical
organization in critical
responses to art works and
informed opinion pieces)
Communication for different communicates communicates communicates communicates
audiences (e.g., peers, adults, for different for different for different for different
younger children) and audiences and audiences audiences and audiences and
purposes through the arts purposes with and purposes purposes with purposes with
(e.g., drama presentations, limited with some considerable a high degree
visual arts exhibitions, dance effectiveness effectiveness effectiveness of
and music performances) and effectiveness
in oral and written forms
(e.g., debates, analyses)
Use of conventions in dance, uses uses uses uses
drama, music, and the visual conventions, conventions, conventions, conventions,
arts (e.g., allegory, narrative vocabulary, vocabulary, vocabulary, vocabulary,
or symbolic representation, and and and and
style, articulation, drama terminology of terminology of terminology of terminology of
conventions, choreographic the arts with the arts with the arts with the arts with a
forms, movement vocabulary) limited some considerable high degree of
and arts vocabulary and effectiveness effectiveness effectiveness effectiveness
terminology in oral and
written forms
Application – The use of knowledge and skills to make connections within and between various
contexts
The student:

Application of knowledge applies applies applies applies
and skills (e.g., performance knowledge and knowledge and knowledge and knowledge and
skills, skills in familiar skills in familiar skills in familiar skills in familiar
composition, choreography, contexts with contexts with contexts with contexts with a
elements, principles, limited some considerable high degree of
processes, technologies, effectiveness effectiveness effectiveness effectiveness
techniques, strategies,
conventions) in familiar
contexts (e.g., guided
improvisation, performance of
a familiar work, use of
familiar forms)
Transfer of knowledge and transfers transfers transfers transfers
skills (e.g., concepts, knowledge and knowledge and knowledge and knowledge and
strategies, processes, skills to new skills to new skills to new skills to new
techniques) to new contexts contexts with contexts with contexts with contexts with a
(e.g., a work requiring stylistic limited some considerable high degree of
variation, an original effectiveness effectiveness effectiveness effectiveness
composition, student-led
choreography, an
interdisciplinary or
multidisciplinary project)
Making connections within makes makes makes makes
and between various connections connections connections connections
contexts (e.g., between the within and within and within and within and
arts; between the arts and between between between between
personal experiences and the various various various various
world outside the school; contexts with contexts with contexts with contexts with a
between cultural and limited some considerable high degree of
historical, global, social, effectiveness effectiveness effectiveness effectiveness
and/or
environmental contexts;
between the arts and other
subjects)
The Achievement Chart for Science and Technology, Grades 1–8
Knowledge and Understanding – Subject-specific content acquired in each grade (knowledge), and
The student:
facts, terminology, definitions) limited some considerable thorough
knowledge of knowledge of knowledge of knowledge of
content content content content

Understanding of content (e.g., demonstrates demonstrates demonstrates demonstrates
concepts, ideas, theories, limited some considerable thorough
principles, procedures, processes) understanding understanding understanding understanding
of content of content of content of content
Thinking and Investigation – The use of critical and creative thinking skills and inquiry and problem-
solving skills and/or processes
The student:
Use of initiating and planning uses initiating uses initiating uses initiating uses initiating
skills and strategies (e.g., and planning and planning and planning and planning
formulating questions, identifying skills and skills and skills and skills and
the problem, developing strategies strategies strategies strategies
hypotheses, scheduling, selecting with limited with some with with a high
strategies and resources, effectiveness effectiveness considerable degree of
developing plans) effectiveness effectiveness
Use of processing skills and uses uses uses uses
strategies (e.g., performing and processing processing processing processing
recording; gathering evidence skills and skills and skills and skills and
and data; examining different strategies strategies strategies strategies
points of view; selecting tools, with limited with some with with a high
equipment, materials, and effectiveness effectiveness considerable degree of
technology; observing; effectiveness effectiveness
manipulating materials; proving)
Use of critical/creative thinking uses critical/ uses critical/ uses critical/ uses critical/
processes, skills, and strategies creative creative creative creative
(e.g., analysing, interpreting, thinking thinking thinking thinking
problem solving, evaluating, processes, processes, processes, processes,
forming and justifying skills, and skills, and skills, and skills, and
conclusions on the basis of strategies strategies strategies strategies
evidence, developing solutions, with limited with some with with a high
considering diverse perspectives) effectiveness effectiveness considerable degree of
effectiveness effectiveness
The student:
Expression and organization of expresses and expresses and expresses and expresses and
ideas and information in oral, organizes organizes organizes organizes
visual, and/or written forms ideas and ideas and ideas and ideas and
(e.g., diagrams, models, articles, information information information information
project journals, reports) with limited with some with with a high
effectiveness effectiveness considerable degree of

Communication for different communicates communicates communicates communicates
audiences (e.g., peers, adults, for different for different for different for different
community members) and audiences and audiences and audiences and audiences and
purposes (e.g., to inform, to purposes with purposes with purposes with purposes with
persuade) in oral, visual, and/or limited some considerable a high degree
written forms effectiveness effectiveness effectiveness of
effectiveness
Use of conventions, vocabulary, uses uses uses uses
and terminology of the discipline conventions, conventions, conventions, conventions,
in oral, visual, and/or written vocabulary, vocabulary, vocabulary, vocabulary,
forms (e.g., symbols, formulae, and and and and
International System of Units) terminology terminology terminology terminology
of the of the of the of the
discipline with discipline with discipline with discipline with
limited some considerable a high degree
effectiveness effectiveness effectiveness of
effectiveness
contexts
The student:
Application of knowledge and applies applies applies applies
skills (e.g., concepts and knowledge knowledge knowledge knowledge
processes; procedures related to and skills in and skills in and skills in and skills in
the safe use of tools, equipment, familiar familiar familiar familiar
materials, and technology; contexts with contexts with contexts with contexts with
investigation skills) in familiar limited some considerable a high degree
contexts effectiveness effectiveness effectiveness of
effectiveness
Transfer of knowledge and skills transfers transfers transfers transfers
(e.g., concepts and processes, knowledge knowledge knowledge knowledge
safe use of equipment and and skills to and skills to and skills to and skills to
technology, investigation skills) new contexts new contexts new contexts new contexts
to new contexts with limited with with with a high
effectiveness some considerable degree of
effectiveness effectiveness effectiveness

Making connections within and makes makes makes makes
between various contexts (e.g., connections connections connections connections
connections between sciences; within and within and within and within and
connections to everyday and real- between between between between
life situations; connections various various various various
among concepts within science contexts with contexts with contexts with contexts with
and technology; connections limited some considerable a high degree
involving use of prior knowledge effectiveness effectiveness effectiveness of
and experience; connections effectiveness
among science and technology
and other disciplines, including
other STEM [science, technology,
engineering, and mathematics]
subjects)
Proposing courses of practical proposes proposes proposes proposes
action to deal with problems courses of courses of courses of highly
relating to our changing world practical practical practical effective
action of action of action of courses of
limited some considerable practical
effectiveness effectiveness effectiveness action
The Achievement Chart for English, Grades 11 and 12
Knowledge and Understanding – Subject-specific content acquired in each course (knowledge), and
Categories 50 – 59% 60 – 69% 70 –79% 80 – 100%
(Level 1) (Level 2) (Level 3) (Level 4)
The student:
forms of text; strategies used limited some considerable thorough
when listening and speaking, knowledge of knowledge of knowledge of knowledge of
reading, writing, and viewing and content content content content
representing; elements of style;
literary terminology, concepts,
and theories; language
conventions)
Understanding of content (e.g., demonstrates demonstrates demonstrates demonstrates
concepts; ideas; opinions; limited some considerable thorough
relationships among facts, ideas, understanding understanding understanding understanding
concepts, themes) of content of content of content of content
Thinking – The use of critical and creative thinking skills and/or processes
Categories 50 – 59% 60 – 69% 70 –79% 80 – 100%
The student:

Use of planning skills (e.g., uses planning uses planning uses planning uses planning
generating ideas, gathering skills with skills with skills with skills with a
information, focusing research, limited some considerable high degree of
organizing information) effectiveness effectiveness effectiveness effectiveness
Use of processing skills (e.g., uses uses uses uses
drawing inferences, interpreting, processing processing processing processing
analysing, synthesizing, skills with skills with skills with skills with a
evaluating) limited some considerable high degree of
effectiveness effectiveness effectiveness effectiveness
Use of critical/creative thinking uses critical/ uses critical/ uses critical/ uses critical/
processes (e.g., oral discourse, creative creative creative creative
research, critical analysis, critical thinking thinking thinking thinking
literacy, metacognition, creative processes processes processes processes
process) with limited with some with with a high
effectiveness effectiveness considerable degree of
Categories 50 – 59% 60 – 69% 70 –79% 80 – 100%
The student:
Expression and organization of expresses and expresses and expresses and
expresses and
ideas and information (e.g., clear organizes organizes organizes
organizes
expression, logical organization) ideas and ideas ideas and
ideas and
in oral, graphic, and written information and information
information
forms, including media forms with limited information with with a high
effectiveness with some considerable
degree of
effectiveness
Communication for different communicates communicates communicates
communicates
audiences and purposes (e.g., for different for different for different
for different
use of appropriate style, voice, audiences and audiences audiences and
audiences and
point of view) in oral, graphic, purposes with and purposes purposes with
purposes with
and written forms, including limited with some considerable
a high degree
media forms effectiveness effectiveness effectiveness
of
effectiveness
Use of conventions (e.g., uses uses uses uses
grammar, spelling, punctuation, conventions, conventions, conventions, conventions,
usage), vocabulary, and vocabulary, vocabulary, vocabulary, vocabulary,
terminology of the discipline in and and and and
oral, graphic, and written forms, terminology terminology terminology terminology
including media forms of the of the of the of the
discipline with discipline with discipline with discipline with
effectiveness
contexts

Categories 50 – 59% 60 – 69% 70 –79% 80 – 100%
The student:
Application of knowledge and applies applies applies applies
skills (e.g., literacy strategies and knowledge knowledge knowledge knowledge
processes; literary terminology, and skills in and skills in and skills in and skills in
concepts, and theories) in familiar familiar familiar familiar
familiar contexts contexts with contexts with contexts with contexts with
effectiveness
Transfer of knowledge and skills transfers transfers transfers transfers
(e.g., literacy strategies and knowledge knowledge knowledge knowledge
processes; literary terminology, and skills to and skills to and skills to and
concepts, and theories) to new new contexts new contexts new contexts skills to new
contexts with limited with with contexts with
effectiveness some considerable a high degree
effectiveness effectiveness of
effectiveness
Making connections within and makes makes makes makes
between various contexts (e.g., connections connections connections connections
between the text and personal within and within and within and within and
knowledge and experience, other between between between between
texts, and the world outside various various various various
school) contexts with contexts with contexts with contexts with
effectiveness

Language, Grade 4
Expectations by strand
A. Literacy Connections and Applications
This strand focuses on students applying the seven transferable skills in language and literacy contexts,
developing digital media literacy skills, applying language and literacy learning in other contexts, and
engaging with texts that foster understanding of diverse identities, experiences, perspectives, histories,
and contributions. In all grades of the language program, the learning related to this strand takes place
in the context of learning related to Strand B, Foundations of Language; Strand C, Comprehension:
Understanding and Responding to Texts; and Strand D, Composition: Expressing Ideas and Creating
Texts. Strand A should be assessed and evaluated within these contexts.
Overall expectations
Throughout Grade 4, in connection with the learning in strands B to D, students will:
A1. Transferable Skills

demonstrate an understanding of how the seven transferable skills (critical thinking and problem
solving; innovation, creativity, and entrepreneurship; self-directed learning; collaboration;
communication; global citizenship and sustainability; and digital literacy) are used in various language
and literacy contexts
Specific expectations
Receptive and Expressive Communication

A1.1 explain how transferable skills can be used to support communication in various cultural, social,
linguistic, and domain-specific contexts, and apply them when reading, listening to, viewing, and
creating texts of various forms
Student Agency and Engagement

A1.2 explain how transferable skills help them to express their voice, be engaged in their learning, and
plan the next steps to develop their capabilities and potential

A2. Digital Media Literacy
demonstrate and apply the knowledge and skills needed to interact safely and responsibly in online
environments, use digital and media tools to construct knowledge, and demonstrate learning as critical
consumers and creators of media
Digital Citizenship
A2.1 explain their rights and responsibilities when interacting online with appropriate permission, and
make decisions that contribute positively to the development of their digital identity and those of their
communities
Online Safety, Well-Being, and Etiquette

A2.2 demonstrate an understanding of how to navigate online environments safely, manage their
privacy and personal data, and interact in a way that supports their well-being and that of others,
including seeking appropriate permission
Research and Information Literacy

A2.3 gather, evaluate, and use information, considering validity, credibility, accuracy, and perspectives,
to construct knowledge, create texts, and demonstrate learning
Forms, Conventions, and Techniques

A2.4 demonstrate an understanding of the forms, conventions, and techniques of digital and media
texts, consider the impact on the audience, and apply this understanding when analyzing and creating
texts
Media, Audience, and Production

A2.5 demonstrate an understanding of the interrelationships between the form, message, and context
of texts, the intended audience, and the purpose for production
Innovation and Design

A2.6 select and use appropriate digital and media tools to support the design process and address
authentic, relevant, real-world problems by developing innovative solutions
Community and Cultural Awareness

A2.7 communicate and collaborate with various communities in a safe, respectful, responsible, and
inclusive manner when using online platforms and environments, including digital and media tools, and
demonstrate cultural awareness with members of the community

A3. Applications, Connections, and Contributions
apply language and literacy skills in cross-curricular and integrated learning, and demonstrate an
understanding of, and make connections to, diverse voices, experiences, perspectives, histories, and
contributions, including those of First Nations, Métis, and Inuit individuals, communities, groups, and
nations
Cross-Curricular and Integrated Learning

A3.1 explain how the knowledge and skills developed in this grade support learning in various subject
areas and in everyday life, and describe how they enhance understanding and communication
Identity and Community

A3.2 demonstrate an understanding of the historical contexts, contributions, lived experiences, and
perspectives of a diversity of individuals and communities, including those in Canada, by exploring the
concepts of identity, self, and sense of belonging in a variety of culturally responsive and relevant texts
First Nations, Métis, and Inuit Perspectives and Ways of Knowing

A3.3 explain themes explored in First Nations, Métis, and Inuit cultures to demonstrate an
understanding of the varied identities, perspectives, relationships, legacies, truths, and ways of knowing,
being, and doing
B. Foundations of Language
By the end of Grade 4, students will:
B1. Oral and Non-Verbal Communication

apply listening, speaking, and non-verbal communication skills and strategies to understand and
communicate meaning in formal and informal contexts and for various purposes and audiences

Effective Listening Skills
B1.1 use effective listening skills, including asking questions to encourage a speaker to elaborate, and
responding to the contributions of others in group discussions, in formal and informal contexts and for
various purposes
Listening Strategies for Comprehension

B1.2 select and use a variety of listening strategies before, during, and after listening to comprehend
information and messages communicated orally and non-verbally, express interest in what is being said
at appropriate times, seek clarification, and develop an appropriate response
Speaking Purposes and Strategies

B1.3 identify the purpose and audience for speaking in formal and informal contexts, and use
appropriate speaking strategies, including paraphrasing and restating, to communicate clearly and
coherently
Oral and Non-Verbal Communication Strategies

B1.4 identify and use oral and non-verbal communication strategies, including expression, gestures, and
body language, and explain how these strategies help them understand or communicate ideas and
meaning
Word Choice, Syntax, and Grammar in Oral Communication

B1.5 use appropriate word choice, including new vocabulary, varied adjectives and adverbs to elaborate,
a variety of sentence types, and cohesive sentences during formal and informal communication, to
support audience comprehension
B2. Language Foundations for Reading and Writing

demonstrate an understanding of foundational language knowledge and skills, and apply this
understanding when reading and writing
i
For an elaboration of the mandatory learning associated with specific expectations, see
the “More Details” sections below. For an at-a-glance view of this learning across grades,
see Appendix A: Language Foundations Continuum for Reading and Writing, Grades 1–4,
Overall Expectation B2.

Word-Level Reading and Spelling: Using Morphological Knowledge
B2.1 use knowledge of the meanings of words and morphemes (i.e., bases, prefixes, and suffixes) to
read and spell words
Vocabulary
B2.2 demonstrate an understanding of a variety of words, acquire and use explicitly taught vocabulary in
various contexts, including other subject areas, and use morphological knowledge to analyze and
understand new words in context
Reading Fluency: Accuracy, Rate, and Prosody

B2.3 read a variety of texts fluently, with accuracy and appropriate pacing to support comprehension,
and when reading aloud, adjust expression and intonation according to the purpose of reading
B3. Language Conventions for Reading and Writing

demonstrate an understanding of sentence structure, grammar, cohesive ties, and capitalization and
punctuation, and apply this knowledge when reading and writing sentences, paragraphs, and a variety
of texts
i
For an at-a-glance view of the mandatory learning across grades, see Appendix B:
Language Conventions Continuum for Reading and Writing, Grades 1–9, Overall
Expectation B3.
Syntax and Sentence Structure

B3.1 identify and construct various sentence types and forms, including simple and compound
sentences formed with prepositional phrases and/or independent and dependent clauses
Grammar
B3.2 demonstrate an understanding of the functions of parts of speech in sentences, including relative
pronouns, the perfect verb tense and interrogative and imperative verbs, and the use of pronouns as
adjectives, and use this knowledge to support comprehension and communicate meaning clearly
Capitalization and Punctuation

B3.3 use their understanding of the meaning and function of capitalization and punctuation to
communicate meaning clearly and coherently, including the use of capital letters for proper adjectives,
commas to set off nouns of direct address, and quotation marks to indicate the title of a short work

C. Comprehension: Understanding and Responding to
Texts
C1. Knowledge about Texts

apply foundational knowledge and skills to understand a variety of texts, including digital and media
texts, by creators with diverse identities, perspectives, and experience, and demonstrate an
understanding of the patterns, features, and elements of style associated with various text forms and
genres
Using Foundational Knowledge and Skills to Comprehend Texts

C1.1 read and comprehend various texts, using knowledge of words, grammar, cohesive ties, sentence
structures, and background knowledge
Text Forms and Genres

C1.2 describe some characteristics of various text forms and genres, including cultural text forms, and
explain how they help communicate meaning
Text Patterns and Features

C1.3 identify text patterns, such as spatial order in a graphic text, and text features, such as type styles
and hyperlinks, associated with various text forms, including cultural texts, and explain how they help
readers, listeners, and viewers understand the meaning
Visual Elements of Texts

C1.4 explain how images, graphics, and visual design create, communicate, and contribute to meaning in
a variety of texts
Elements of Style
C1.5 identify various elements of style in texts, including voice, word choice, word patterns, and
sentence structure, and analyze how each element helps create meaning and is appropriate for the text
form and genre

Point of View
C1.6 identify the narrator’s point of view, including first, second, or third person, in a variety of texts,
and describe the advantages and disadvantages of the approach used in each story
Indigenous Context of Various Text Forms

C1.7 read, listen to, and view various forms of texts by diverse First Nations, Métis, and Inuit creators to
make meaning through Indigenous Storywork about First Nations, Métis, and Inuit histories, cultures,
relationships, communities, groups, nations, and lived experiences
C2. Comprehension Strategies

apply comprehension strategies before, during, and after reading, listening to, and viewing a variety of
texts, including digital and media texts, by creators with diverse identities, perspectives, and experience,
in order to understand and clarify the meaning of texts
Prereading: Activating Prior Knowledge

C2.1 identify and explain prior knowledge from various sources, including personal experiences, that
they can use to make connections and understand new texts
Prereading: Identifying the Purpose for Reading, Listening, and Viewing

C2.2 identify a variety of purposes for engaging with texts, and select texts from diverse creators that
are suitable for the purposes
Monitoring of Understanding: Making and Confirming Predictions

C2.3 make predictions using background knowledge, text features, and evidence from the text, and pose
questions to check whether their predictions were correct
Monitoring of Understanding: Ongoing Comprehension Check

C2.4 use strategies such as adjusting reading rate, visualizing, reading ahead, asking questions, and
consulting references and other texts or sources of information, to monitor and confirm their
understanding of various texts
Monitoring of Understanding: Making Connections

C2.5 describe how the ideas expressed in texts connect to their knowledges and lived experiences, the
ideas in other texts, and the world around them

Summarizing: Identifying Relevant information and Drawing Conclusions
C2.6 summarize the main idea of a text and the supporting details in sequence, and draw a simple
conclusion
Reflecting on Learning
C2.7 explain how strategies, such as visualizing, making predictions, summarizing, and connecting to
their experiences, have helped them comprehend various texts
C3. Critical Thinking in Literacy

apply critical thinking skills to deepen understanding of texts, and analyze how various perspectives and
topics are communicated and addressed in a variety of texts, including digital, media, and cultural texts
Literary Devices
C3.1 describe literary devices, including personification and anthropomorphism, in a variety of texts, and
explain how they help create meaning and are appropriate for the intended purpose and audience
Making Inferences
C3.2 make local and global inferences, using explicit and implicit evidence, to extend their
understanding of various texts
Analyzing Texts
C3.3 analyze various texts, including literary and informational texts, by identifying main and supporting
ideas, sequencing the events of multiple plots, and explaining cause and effect
Analyzing Cultural Elements of Texts

C3.4 identify cultural elements that are represented in various texts, including norms, values, artifacts,
sports, and music, investigate the meanings of these elements, and make connections to their lived
experience and culture
Perspectives within Texts

C3.5 identify explicit and implicit perspectives communicated in various texts, explain how these
perspectives are conveyed, give some evidence of any biases the texts may contain, and suggest how
such biases could influence an audience
Analysis and Response

C3.6 explain how various topics, such as diversity, inclusion, and accessibility, are addressed in texts, and
describe what insights or messages are conveyed

Indigenous Contexts
C3.7 explain how texts created by First Nations, Métis, and Inuit individuals, communities, groups, or
nations are influenced by historical periods, cultural experiences, and events, and how they relate to
current lived experiences
C3.8 identify the critical thinking skills they used to analyze and evaluate various texts, and explain how
these skills have helped them better understand the texts
D. Composition: Expressing Ideas and Creating Texts

D1. Developing Ideas and Organizing Content

plan, develop ideas, gather information, and organize content for creating texts of various forms,
including digital and media texts, on a variety of topics
Purpose and Audience

D1.1 identify the topic, purpose, and audience for various texts they plan to create, and explain why the
chosen text form, genre, and medium suit the purpose and audience and how they will help
communicate the intended meaning
Developing Ideas
D1.2 generate and develop ideas about various topics, such as topics related to diversity, equity, and
inclusion and to other subject areas, using a variety of strategies, and drawing on various resources,
including their own lived experiences
Research
D1.3 gather information and content relevant to a topic, using a variety of sources and strategies, and
record the sources of information
Organizing Content
D1.4 select and classify ideas and collected information, using appropriate strategies and tools, and
sequence content, taking into account the chosen text form, genre, and medium

D1.5 describe the strategies and tools that helped them develop ideas and organize content for texts of
the chosen forms, genres, and media, and explain how they helped them improve as a text creator
D2. Creating Texts

apply knowledge and understanding of various text forms and genres to create, revise, edit, and
proofread their own texts, using a variety of media, tools, and strategies, and reflect critically on created
texts
Producing Drafts
D2.1 draft texts of various forms and genres, including narrative, persuasive, and informational texts,
using a variety of media, tools, and strategies
Printing, Handwriting, and Word Processing

D2.2 write in cursive, forming letters of appropriate shape, size, proportion, and slant to improve the
legibility of texts, and begin to develop fluent keyboarding skills using touch-typing techniques
Voice
D2.3 establish a personal voice in their texts, using varied language and elements of style to express
their thoughts, feelings, and opinions about a topic, and using a tone appropriate to the form and genre
Point of View and Perspective

D2.4 identify the point of view used in their texts, and the perspectives and bias conveyed in their texts
Revision
D2.5 make revisions to the content of draft texts and to elements of style, such as word choice and
adding or deleting sentences, to improve clarity, focus, and coherence, seeking feedback
Editing and Proofreading

D2.6 edit draft texts to improve accuracy and style, checking for errors in spelling, punctuation,
grammar, and format; use a word processor to edit texts
D3. Publishing, Presenting, and Reflecting

select suitable and effective media, techniques, and tools to publish and present final texts, and critically
analyze how well the texts address various topics

Producing Final Texts

D3.1 produce final texts using a variety of techniques and tools, including simple digital design and
production tools, to achieve the intended effect
Publishing and Presenting Texts

D3.2 publish and present texts they have created, using selected media and tools, and explain how each
helped them communicate their intended message
D3.3 describe various strategies that helped them present and communicate their message when
publishing and presenting texts, and explain how they helped them improve as a text creator
Information for parents

A parent’s guide to Language, Grades 1–8 (2023)

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THE ONTARIO CURRICULUM

© King's Printer for Ontario, 2023

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The primary purpose of assessment and evaluation is to improve student learning.

• are fair, transparent, and equitable;

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Culturally Responsive and Relevant Assessment and

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Learning Skills and Work Habits

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The purposes of the achievement chart are to:

Assessment “for Learning” and “as Learning”

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• plan assessment concurrently and integrate it seamlessly with instruction;

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Reporting Student Achievement

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Communication with parents and students

Categories of Knowledge and Skills

The categories of knowledge and skills are as follows:

Communication. The conveying of meaning and expression through various forms.

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Criteria and Descriptors

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Sample Achievement Charts

• The Arts, Grades 1–8

The Achievement Chart for The Arts, Grades 1–8

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The Achievement Chart for Science and Technology, Grades 1–8

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The Achievement Chart for English, Grades 11 and 12

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A1. Transferable Skills

Receptive and Expressive Communication

Student Agency and Engagement

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Online Safety, Well-Being, and Etiquette

Research and Information Literacy

Forms, Conventions, and Techniques

Media, Audience, and Production

Innovation and Design

Community and Cultural Awareness

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Cross-Curricular and Integrated Learning

Identity and Community

First Nations, Métis, and Inuit Perspectives and Ways of Knowing

B1. Oral and Non-Verbal Communication

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Listening Strategies for Comprehension

Speaking Purposes and Strategies

Oral and Non-Verbal Communication Strategies