Grade 1 Curriculum Tracking Template (Page 4 of 31) in pdf

Grade 1 Ontario Curriculum Tracking Template - Grade 1 Language

By the end of Grade 1, students will:

Metacognition

4.1 begin to identify, with support and direction, a few strategies they found helpful before, during, and after reading

Interconnected Skills

4.2 explain, initially with support and direction, how their skills in listening, speaking, writing, viewing, and representing help them make sense of

what they read (e.g., reading a text independently is easier after hearing it read aloud and/or talking about it in class)

GRADE 1 | WRITING

OVERALL EXPECTATIONS

By the end of Grade 1, students will:

1. generate, gather, and organize ideas and information to write for an intended purpose and audience;

2. draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose

and audience;

3. use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression,

and present their work effectively;

4. reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the

writing process.

SPECIFIC EXPECTATIONS

1. Developing and Organizing Content

By the end of Grade 1, students will:

Purpose and Audience

1.1 identify the topic, purpose, audience, and form for writing, initially with support and direction (e.g., a personal recount of a past experience,

including pictures, to share with family or friends; an "All About the Seasons"book for the class library; labels and captions for a pictograph to

share findings with a group after a math investigation)

Developing Ideas

1.2 generate ideas about a potential topic, using a variety of strategies and resources (e.g., ask questions to identify personal experiences, prior

knowledge, and information needs; brainstorm ideas with the class)

Research

1.3 gather information to support ideas for writing in a variety of ways and/or from a variety of sources (e.g., from listening to stories told by

family members; from paired sharing with a peer; from observations; from various texts, including teacher read-alouds, mentor texts, and

shared-, guided-, and independent-reading texts)

Classifying Ideas

1.4 sort ideas and information for their writing in a variety of ways, with support and direction (e.g., by using pictures, labels, key words, hand-

drawn or computer graphics, or simple graphic organizers such as a web, a list, or a five-W's framework: who, what, when, where, why)

Organizing Ideas

1.5 identify and order main ideas and supporting details, initially with support and direction, using simple graphic organizers (e.g., a story ladder,

sequence chart) and simple organizational patterns (e.g., time order: first, then, next, finally; order of importance; beginning, middle, and end)

Review

1.6 determine, after consultation with the teacher and peers, whether the ideas and information they have gathered are suitable for the purpose

(e.g., use pictures and words to explain their material to a classmate and ask for feedback)

2. Using Knowledge of Form and Style in Writing

By the end of Grade 1, students will:

Form

2.1 write short texts using a few simple forms (e.g., a recount of personally significant experiences; a simple report on topics of interest to the

writer and identified in non-fiction reading; "How to"books identifying the steps in a procedure such as "How to Make Applesauce", including

pictures, symbols, and words; a story modelled on characters and events from stories read; their own variation on a familiar poem, chant, or

song; a poster for the classroom)

Voice

2.2 begin to establish a personal voice in their writing by using pictures and words that convey their attitude or feeling towards the subject or

audience (e.g., use pictures and words that project interest or enthusiasm)

Word Choice

2.3 use familiar words and phrases to convey a clear meaning (e.g., some simple, familiar descriptive adjectives of size, feeling, or colour: The

black dog was happy.)

Sentence Fluency

2.4 write simple but complete sentences that make sense

Point of View

Grade 1 Curriculum Tracking Template Page 4

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