Grade 1 Curriculum Tracking Template (Page 5 of 31) in pdf

Grade 1 Ontario Curriculum Tracking Template - Grade 1 Language

2.5 begin to identify, with support and direction, their point of view and one possible different point of view about the topic

Preparing for Revision

2.6 identify elements of their writing that need improvement, including content, organization, and style, using feedback from the teacher and

peers

Revision

2.7 make simple revisions to improve the content, clarity, and interest of their written work, using a few simple strategies (e.g., cut out words or

sentences and reorder them to improve clarity; insert words from oral vocabulary and the class word wall or word webs to clarify meaning

and/or add interest)

Producing Drafts

2.8 produce revised draft pieces of writing to meet criteria identified by the teacher, based on the expectations

3. Applying Knowledge of Language Conventions and Presenting Written Work Effectively

By the end of Grade 1, students will:

Spelling Familiar Words

3.1 spell some high-frequency words correctly (e.g., words from their oral vocabulary, the class word wall, and shared-, guided-, and

independent-reading texts)

Spelling Unfamiliar Words

3.2 spell unfamiliar words using a variety of strategies that involve understanding sound-symbol relationships, word structures, and word

meanings (e.g., segment words to identify and record individual sound-symbol correspondences, including short vowels and simple long-vowel

patterns; listen for rhyming patterns; look for common letter sequences and onset and rime in frequently used words; make analogies between

words that look similar; illustrate words to link meaning to spelling)

Vocabulary

3.3 confirm spellings and word meanings or word choice using one or two resources (e.g., find pictures or words in a picture dictionary; locate

words on an alphabetical word wall using first letter; refer to class-created word webs posted in the classroom)

Punctuation

3.4 use punctuation to help communicate their intended meaning, with a focus on the use of: a capital letter at the beginning of a sentence; a

period, question mark, or exclamation mark at the end

Grammar

3.5 use parts of speech appropriately to communicate their meaning clearly, with a focus on the use of: nouns for names of people, places, and

things; the personal subject pronouns I, you, he, she, it, we, they; verbs to tell what they do and feel; some adjectives; and simple prepositions of

place (e.g., in, on, at, to)

Proofreading

3.6 proofread and correct their writing using a simple checklist or a few guiding questions posted by the teacher for reference (e.g., Can I read it?

Does it "sound right"? Does it make sense? Are my word wall words spelled correctly?)

Publishing

3.7 use some appropriate elements of effective presentation in the finished product, such as print, different fonts, graphics, and layout (e.g., use

drawings, photographs, or simple labels to clarify text; print legibly; leave spaces between words)

Producing Finished Works

3.8 produce pieces of published work to meet criteria identified by the teacher, based on the expectations

4. Reflecting on Writing Skills and Strategies

By the end of Grade 1, students will:

Metacognition

4.1 identify some strategies they found helpful before, during, and after writing (e.g., during a regular writing conference, respond to teacher

prompts about what strategies helped at a specific phase in the writing process; identify strategies used before, during, and after writing on a

class anchor chart; identify a strategy for future use on a strategy bookmark or chart)

Interconnected Skills

4.2 describe, with prompting by the teacher, how some of their skills in listening, speaking, reading, viewing, and representing help in their

development as writers

Portfolio

4.3 select pieces of writing they think show their best work and explain the reasons for their selection

GRADE 1 | MEDIA LITERACY

OVERALL EXPECTATIONS

By the end of Grade 1, students will:

1. demonstrate an understanding of a variety of media texts;

2. identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;

3. create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;

Grade 1 Curriculum Tracking Template Page 5

Related Articles

Related forms

Related Categories