Elementary Levels Brochure

Written Summaries Level 1 gather information to support ideas for writing in a variety of ways and/or from a variety of sources
s (e.g., from independent reading texts) sort ideas and information for their writing in a variety of ways, with support and direction (e.g., by using the five-Ws framework: who, what, when, where, why) identify and order main ideas and supporting details, initially with support and direction, using simple organizational patterns (e.g., time order: first, then, next, finally; order of importance; beginning, middle, and end) Level 2 gather information to support ideas for writing in a variety of ways
Oral Summaries
Level 1 demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information, including the main idea use stated and implied information and ideas in oral texts, initially with support and direction, to make simple inferences and reasonable predictions communicate ideas and information orally in a clear, coherent manner Level 2 demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information, including the main idea and several interesting details use stated and implied information and ideas in oral texts to make simple inferences and reasonable predictions, and support the inferences with evidence from the text extend understanding of the text by connecting the ideas in them to their own knowledge and experience; to other familiar texts, including print and visual texts; and to the world around them communicate ideas, opinions, and information orally in a clear, coherent manner using simple but appropriate organizational patterns choose a variety of appropriate words and phrases to communicate their meaning accurately and engage the interest of their audience Level 3 demonstrate an understanding of the information and ideas in a variety of oral texts by identifying important information or ideas and some supporting details distinguish between stated and implied ideas in the text identify and explain the importance of significant ideas and information in the text extend understanding of the text by connecting the ideas in them to their own knowledge and experience; to other familiar texts, including print and visual texts; and to the world around them communicate orally in a clear, coherent manner, presenting ideas, opinions, and information in a logical sequence choose a variety of appropriate words and phrases, including descriptive words and some technical vocabulary, and a few elements of style, to communicate their meaning accurately and engage the interest of their audience
identify and order main ideas and supporting details, using graphic organizers (e.g., a story grammar: characters, setting, problem, solution; a sequential chart: first, then, next, finally) and organizational patterns (e.g., chronological order)
determine whether the ideas and information they have gathered are suitable for the purpose, and gather new material if necessary Level 3 sort ideas and information for their writing in a variety of ways identify and order main ideas and supporting details into units that could be used to develop a short, simple paragraph
The Elementary Grades: Levels (1a-3c)
Course Expectations
determine whether the ideas and information they have gathered are relevant and adequate for the purpose, and gather new material if necessary
At the end of level 1, students should be able to:
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.)
spell many high-frequency words correctly (e.g., words from their vocabulary sheets, and independent reading texts)
use words and phrases that will help convey their meaning as specifically as possible vary sentence structures and maintain continuity by using joining words (e.g., and, or) to combine simple sentences and using words that indicate time and sequence to link sentences (e.g., first, then, next, before, finally, later) identify elements of their writing that need improvement, using feedback from the teacher, with a focus on specific features (e.g., a strong opening or lead; the clarity of the main idea) make revisions to improve the content, clarity, and interest of their written work, using several types of strategies (e.g., reordering sentences, removing repetition or unnecessary information, adding material needed to clarify meaning, adding or substituting words to increase interest, adding linking words or phrases to highlight connections between ideas) spell familiar words correctly (e.g., words from their vocabulary sheets and independentreading texts) confirm spellings and word meanings or word choice using several different types of resources use punctuation to help communicate their intended meaning, with a focus on the use of: quotation marks to indicate direct speech; commas to mark grammatical boundaries within sentences; capital letters and final punctuation to mark the beginning and end of sentences
write simple but complete sentences that make sense
confirm spellings and word meanings or word choice using a few different types of resources (e.g., locate words in alphabetical order by using first and second letters in a primary dictionary)
identify elements of their writing that need improvement, including content, and organization, using feedback from the teacher (e.g. Does this writing make sense to you? Does it say what you wanted to say?)
use punctuation to help communicate their intended meaning, with a focus on the use of: question marks, periods, or exclamation marks at the end of a sentence; commas to mark pauses; and some uses of quotation marks
spell some high-frequency words correctly (e.g., words from their independent-reading texts)
confirm spellings and word meanings or word choice using one or two resources (e.g., find pictures or words in a picture dictionary)
use parts of speech appropriately to communicate their meaning clearly, with a focus on the use of: proper nouns, personal object pronouns , adjectives to describe a noun, verbs in the simple present and past tenses, joining words (e.g., and, but); simple prepositions of place and time (e.g., under, with, before, after)
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)
proofread and correct their writing (e.g., Does each sentence make sense? Are the ideas and information presented in a logical order? Does each sentence begin with a capital letter and end with a period, question mark, or exclamation mark? What resources can I use to check the spelling of a word if it doesnt look right?)
use some appropriate elements of effective presentation in the finished product, such as print, different fonts, graphics, and layout (e.g., use drawings, photographs, to clarify text; print legibly; leave spaces between words)
use some appropriate elements of effective presentation in the finished product, including print and layout (e.g., use legible printing, spacing, margins, varied print size, and colour for emphasis)

Elementary Levels Brochure

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Written Summaries Level 1 gather information to support ideas for writing in a variety of ways and/or from a variety of sources

The Elementary Grades: Levels (1a-3c)

At the end of level 1, students should be able to:

At the end of level 2, students should be able to:

At the end of level 3, students should be able to:

write simple but complete sentences that make sense

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

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