71737-Ela 20 2012

2012
Saskatchewan Curriculum
English
Language
Arts
20
English Language Arts 20
ISBN 978-1-77107-017-1
1. Language arts (Secondary school) - Saskatchewan - Curricula. 2. Competency-based education - Saskatchewan.
Saskatchewan. Ministry of Education.
All rights are reserved by the original copyright owners.
Table of Contents
Acknowledgements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Core Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Broad Areas of Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Lifelong Learners. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Sense of Self, Community, and Place. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Engaged Citizens. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Cross-curricular Competencies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Developing Thinking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Developing Identity and Interdependence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Developing Literacies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Developing Social Responsibility. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
K-12 Aim and Goals of English Language Arts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Questions Derived from the Aim and Goals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Why Study English Language Arts?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
An Effective English Language Arts Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Provides Meaningful Contexts that Address “Big Ideas” and Questions for Deeper Understanding . . . . . . . . . . 9
Focuses on Grade-specific Outcomes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
English Language Arts 20 Goals and Outcomes Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Focuses on Language. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Uses Critical and Powerful Learning Strategies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Includes a Range of Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Encourages Inquiry, Social Responsibility and Personal Agency, and Self-reflection. . . . . . . . . . . . . . . . . . . . . . . 29
Outcomes and Indicators. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Assessment and Evaluation of Student Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Connections with Other Areas of Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Glossary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Feedback Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
English Language Arts 20 iii

Acknowledgements
The Ministry of Education wishes to acknowledge the professional contributions and advice given by the
following members of the Secondary Level English Language Arts Reference Committee in the development of
this curriculum:
Geraldine Balzer Rebecca Miller
Department of Curriculum Studies Saskatchewan Teachers’ Federation
College of Education Prairie Spirit School Division No. 206
University of Saskatchewan Rosthern, Saskatchewan
Saskatoon, Saskatchewan
Michelle Batiuk Valerie Mulholland

Saskatchewan Teachers’ Federation University of Regina
North East School Division No. 200 Faculty of Education
Melfort, Saskatchewan Regina, Saskatchewan
Joanne Beach Michael Rothwell

Saskatchewan Teachers’ Federation Student Representative
Prairie Valley School Division No. 208 Balfour Collegiate
Balgonie, Saskatchewan Regina, Saskatchewan
Janet Dube Leslie Tivas

Student Representative Saskatchewan Teachers’ Federation
Greenall School Good Spirit School Division No. 204
Balgonie, Saskatchewan Esterhazy, Saskatchewan
Carmen Holota Bob Turner

Saskatchewan Teachers’ Federation Saskatchewan Teachers’ Federation
Regina School Division No. 4 St. Paul’s Roman Catholic School Division No. 20
Regina, Saskatchewan Saskatoon, Saskatchewan
Heather Meek
Department of English
University of Regina
Regina, Saskatchewan
The Ministry of Education also wishes to thank many others who contributed to the development of this
curriculum:
• First Nations teachers
• University faculty members
• other educators and reviewers.
This curriculum is based on the Western and Northern Canadian Protocol (WNCP) The Common Curriculum
Framework for English Language Arts (Kindergarten to Grade 12) (1998).
English Language Arts 20 v

Introduction
English language arts (ELA) is a Required Area of Study in
Saskatchewan’s Core Curriculum. The purpose of this curriculum is to
outline the provincial requirements for English Language Arts 20.
Credit Allocations and Time Allotment

The Saskatchewan Ministry of Education has established a provincial
policy for the number of credits and the amount of time that must be
allocated to language arts instruction at each grade level. One credit
is equivalent to 100 hours of classroom instruction. Five language arts
credits are required to graduate:
English Language Arts Credits
Grade 10 Grade 11 Grade 12
2 1 2
Students at the Secondary Level also have the option of one or more
elective English language arts courses.
Curriculum Content
This curriculum provides the learning outcomes that English Language
Arts 20 students are expected to achieve by the end of the course.
Indicators are included to provide the breadth and depth of what
students should know, understand, and be able to do in order to
achieve the outcomes.
The learning experiences planned for students will support student
achievement of the provincial Goals of Education by attending to the
Broad Areas of Learning for Saskatchewan and the Cross-curricular
Competencies described on the following pages.
The English language arts curriculum provides:
• direction for supporting student achievement of the Broad Areas
of Learning and the Cross-curricular Competencies
• the K-12 aim and goals for English language arts in Saskatchewan
• the characteristics of an effective English language arts program
• English Language Arts 20 outcomes and indicators
• sample assessment and evaluation criteria for determining student
growth and achievement in relation to the outcomes in English
language arts
• connections with other areas of study.
Additional support resources will be available online.
English Language Arts 20 1

Core Curriculum
Core Curriculum is intended to provide all Saskatchewan students
with an education that will serve them well regardless of their choices
after leaving school. Through its components and initiatives, Core
Curriculum supports student achievement of the Goals of Education
for Saskatchewan. For current information regarding Core Curriculum,
please refer to Core Curriculum: Principles, Time Allocations, and Credit
Policy found on the Saskatchewan Ministry of Education website.
For additional information related to the various components and
initiatives of Core Curriculum, please refer to the Ministry website at
www.education.gov.sk.ca/policy for policy and foundation documents.
Broad Areas of Learning

Three Broad Areas of Learning reflect Saskatchewan’s Goals of
Education. K-12 English language arts contributes to the Goals of
Education through helping students achieve knowledge, skills, and
attitudes related to the following:
Lifelong Learners
Related to the following Goals of Students who are engaged in constructing and applying English
Education: language arts knowledge naturally build a positive disposition towards
• Basic Skills learning. Throughout their study of English language arts, students
• Lifelong Learning gain understandings, skills, and strategies to become more competent
• Positive Lifestyle and confident language users.
Sense of Self, Community, and Place

Related to the following Goals of To learn English language arts, students need not only to use the
Education: English language but also to interact with each other. Through the
• Understanding and Relating to English language arts, students learn about themselves, others, and
Others the world. The students use language to define who they are and to
• Self-Concept Development explore who they might become. They use language to interact and to
• Spiritual Development respond effectively with others and to build community.
Engaged Citizens
Related to the following Goals of In the English language arts, students learn how language enables
Education: them to make a difference in their personal, family, and community
lives. Language gives them a sense of agency and an ability to make a
• Career and Consumer Decisions
• Membership in Society
difference in their community and the world in which they live.
• Growing with Change
2 English Language Arts 20

Cross-curricular Competencies
The Cross-curricular Competencies are four interrelated areas
containing understandings, values, skills, and processes which
are considered important for learning in all areas of study. These
competencies are reflective of the Common Essential Learnings and
are intended to be addressed in each area of study at each grade level.
Developing Thinking
Learners construct knowledge to make sense of the world around K-12 Goals for Developing Thinking:
them. They develop understanding by building on what is already
• thinking and learning
known. This key competency concerns the ability to make sense of
contextually
information, experiences, and ideas through thinking contextually, • thinking and learning creatively
critically, and creatively. The philosophy of learning in English language • thinking and learning critically
arts is inquiry-based, and students use their language and thinking
skills to explore a range of topics, issues, and themes.
Developing Identity and Interdependence

The ability to act autonomously in an interdependent world requires K-12 Goals for Developing Identity
an awareness of the natural environment, of social and cultural and Interdependence:
expectations, and of the possibilities for individual and group • understanding, valuing, and
accomplishments. It assumes the possession of a positive self- caring for oneself
concept and the ability to live in harmony with others and with the • understanding, valuing, and
natural and constructed worlds. Achieving this competency requires caring for others
understanding, valuing, and caring for oneself; understanding, valuing, • understanding and valuing
and respecting human diversity and human rights and responsibilities; social, economic, and
and understanding and valuing social and environmental environmental interdependence
interdependence and sustainability. English language arts requires and sustainability
students to explore ideas and issues of identity, social responsibility,
diversity, sustainability, and personal agency.
Developing Literacies
Literacies provide many ways, including the use of various language K-12 Goals for Developing Literacies:
systems and media, to interpret the world and express understanding • constructing knowledge related
of it. Literacies involve the evolution of interrelated skills, strategies, to various literacies
and understandings that facilitate an individual’s ability to participate • exploring and interpreting the
fully and equitably in a variety of roles and contexts – school, home, world through various literacies
and local and global communities. To achieve this competency • expressing understanding and
requires developing skills, strategies, and understandings related communicating meaning using
to various literacies in order to explore and interpret the world and various literacies
communicate meaning. English language arts requires students to
use different literacies, including language literacy, effectively and
contextually to represent ideas and understanding in multiple, flexible
ways.

Developing Social Responsibility
K-12 Goals for Developing Social Social responsibility is how people positively contribute to their
Responsibility: physical, social, and cultural environments. It requires the ability to
• using moral reasoning
participate with others in accomplishing shared or common goals. This
• engaging in communitarian competency is achieved through using moral reasoning processes,
thinking and dialogue engaging in communitarian thinking and dialogue, and taking action
• taking action to contribute to learners’ physical, social, and cultural environments.
In English language arts, students explore their social responsibility
and work toward common goals to improve the lives of others and the
natural and constructed worlds.
K-12 Aim and Goals of English Language

Arts
The K-12 aim of the Saskatchewan English language arts curricula is
to help students understand and appreciate language, and to use it
confidently and competently in a variety of situations for learning,
communication, work, life, and personal satisfaction.
Social Sciences
Physical Health
Education Identity and
Education
Thinking
Interdependence
Comprehend
and Respond Sense of Self,
Community, and Place
Compose Language Arts

and Create Arts Lifelong Engaged Education
Learners Citizens
Assess and
Reflect
Social Literacies
Responsibility
Mathematics Science
Practical and Applied Arts
The K-12 goals are broad statements identifying what students are
expected to know, understand, and be able to do upon completion
of study in a particular subject (e.g., English language arts). The K-12
goals of the Saskatchewan English language arts curricula are to:
Comprehend and Respond (CR). Students will extend their abilities
to view, listen to, read, comprehend, and respond to a variety of
contemporary and traditional grade-appropriate texts in a variety of
forms (oral, print, and other texts) from First Nations, Métis, and other
cultures for a variety of purposes including for learning, interest, and
enjoyment.

Compose and Create (CC). Students will extend their abilities to speak,
write, and use other forms of representation to explore and present
thoughts, feelings, and experiences in a variety of forms for a variety of
purposes and audiences.
Assess and Reflect (AR). Students will extend their abilities to assess
their own language skills; discuss the skills of effective viewers,
listeners, readers, representers, speakers, and writers; and set goals for
future improvement.
Questions Derived from the Aim and Goals

The questions in this section focus on the long-term abilities
associated with the overall aim and K-12 goals for the English language
arts program. They recur in and give an overall focus to all instruction,
assessment, and evaluation in English language arts.
Comprehend and Respond (CR):
•What is this text saying? Explicitly? Implicitly?
•How was the text created?
•What forms and conventions are used?
•In what context and for what purpose was the text created?
•What is my interpretation of the text?
•What evidence do I have to support this interpretation?
•What does this text have to say about identity, social responsibility,
and personal agency (making a difference)?
• Whose voices are represented and whose are not?
• Why are viewing, listening, and reading important?
Compose and Create (CC):
•What do I know, and how can I express that?
•How can I best express these ideas for this audience and purpose?
•What forms can I use? What are the conventions of those forms?
•How can I communicate most clearly and effectively?
•Do my messages demonstrate a deep understanding of the
subject matter?
• Are my compositions and presentations well-crafted, fully
developed, coherent, and appropriate to my purpose and
audience?
• To what extent is the voice, pen, or screen “mightier than the
sword”?
Assess and Reflect (AR):
• Why are effective language usage and effective communication
important?
• What are the characteristics of effective viewers, listeners, readers,
representers, speakers, and writers? What do they do, feel, look like,
or sound like?
• What are my teacher’s and my personal expectations for

viewing, listening, reading, speaking, writing, and other forms of
representing?
• What are my personal goals for becoming a more effective viewer,
listener, reader, representer, speaker, and writer? How will I achieve
them?
Why Study English Language Arts?

Language literacy is the foundation
English language arts is the study of the English language, its texts,
to a lifelong learning process that
empowers individuals to draw
and communication skills and strategies.
on the gifts of mind, body, heart, As a defining characteristic of human beings, language is the base for
and spirit toward the fulfillment of learning, thinking, and communicating. To participate successfully in
personal, family, and community the workplace, in world affairs, and in life, individuals must be effective
responsibilities. in visual, oral, and written communication; be able to think deeply and
Language literacy involves a critically; and be able to use language for a variety of purposes. English
continuum of interrelated skills, language arts provides the opportunity for students to become
practices, and learnings that effective communicators, learners, and thinkers through developing
contribute to the development of an their skills as viewers, listeners, readers, representers, speakers, and
individual’s ability to understand, writers.
communicate, and participate in a
variety of roles (e.g., parent, citizen,
By comprehending through viewing, listening, and reading, and
and worker) and settings (e.g., in the by responding to a range of texts, both literary and informational,
home, at work, in education, and students learn about ideas, information, and what it is like to be a
in the community). These learnings human being.
include listening and speaking, Through composing, creating, and using oral, written, and other forms
reading and writing, viewing and of representation, students learn to communicate more clearly and
representing. (Saskatchewan Literacy
powerfully. They develop the language skills that allow them to shape
Commission, 2004, p. 1)
their thoughts and to communicate the worth of these thoughts.
Through assessing and reflecting on how language works (the
elements, forms, conventions, and use of language), students learn
to make appropriate language choices and to apply them for effect
in a range of contexts, both in school and beyond. Students learn the
power of language in their own lives, in their communities, and in the
world.
Language is the medium of most learning. Learning to understand
and apply language in various texts and forms allows students to
participate fully and effectively in all areas of study, in the workplace,
and in life.
An Effective English Language Arts

Program
An English language arts program is effective when it is purposeful,
dynamic, fulfilling, and authentic. This curriculum invites and
challenges educators to think about education, schooling, and
English language arts as it might be, rather than the way they might
have known it to be in the past. How can English language arts be

more purposeful, dynamic, fulfilling, and authentic? How can it help
students become competent, confident users of the English language
and, at the same time, become knowledgeable about themselves,
their community, and the world as a whole in a deep and meaningful
way? How can it help students find fulfillment, be socially responsible,
and act in ways that will make their community and world better
places? How can it help students become effective self-directed, self-
regulated, strategic, and collaborative learners to meet the demands of
personal, social, work, and global life in the 21st century?
“When a learner makes connections and learning takes place, it is
because of focused teaching ....” (Fullan, Hill, & Crévola, 2006, p. 34).
Focused teaching requires:
• a detailed map of what is expected that students will know,
understand, and be able to do, clearly stated in outcomes and
associated indicators
• a detailed knowledge of how best to teach to these learning
outcomes in the classroom, including explicit teaching strategies
and methods and classroom routines
• a set of powerful and aligned assessment and evaluation tools tied
to the outcomes
(Fullan, Hill, & Crévola, 2006, p. 36-37).
This curriculum is designed to be the starting point for the detailed
map, knowledge, and assessment and evaluation tools that teachers
must know and understand to help students learn effectively through
the English language arts. It is the starting point that will allow
English language arts teachers “to develop and deepen students’
understanding of important ideas and processes in the disciplines,
equipping them to transfer their learning in meaningful and effective
ways, and cultivating lifelong habits of mind” (Wiggins & McTighe,
2007, p. 13).

What ELA Is What ELA Is Not
Using visual, multimedia, oral, and written communication Using only print resources with a fictional emphasis for a
competently, appropriately, and effectively for a range of limited range of purposes (usually isolated to a school task)
purposes
Recognizing the central role of language in communicating, Letting “literature” drive the program
thinking, and learning
Setting meaningful and relevant contexts for teaching and Giving isolated language activities and using unrelated
learning including connections to students’ experiences, texts
knowledge, and personal and cultural identity
Helping students know what and why they are learning and Having only teacher awareness of the outcomes and not
doing something (i.e., outcomes, indicators, and exemplars) sharing them with students
Teaching and learning for “deep understanding” (using Asking and answering solely teacher-directed questions
compelling questions, creating a climate of inquiry)
Making meaning of ideas or information received (when Answering knowledge/comprehension questions,
viewing, listening, and reading) individually, after reading print texts
Creating meaning for themselves and others (when Using limited forms of communication, usually writing
speaking, writing, and using other forms of representing)
Using culturally responsive critical, creative, and Accessing and accepting isolated information at face value
metacognitive processes to make sense of ideas,
information, and experiences
Creating, critiquing, and applying knowledge, Collecting information that has no practical application in
understanding, and wisdom, not just “having” them real life
Participating in, contributing to, and making connections Not considering the implications of issues within the
with the world beyond the classroom broader community
Promoting critical reflection and questioning that challenge Perpetuating a Eurocentric world view as superior
assumptions, stereotypes, and biases
Using a variety of strategies (e.g., before, during, and after) Following only teacher-directed skills and strategies, and
depending upon the task spending time on isolated skill and drill activities
Understanding how language works (e.g., discourse, Learning “grammar” for “grammar’s” sake
registers, sociolinguistic features and functions, cues
and conventions) and using purposefully “grammatical”
conventions for purpose and effect
Engaging in inquiry learning Doing a project or, if time permits, a series of activities to
bring closure
Recognizing and respecting a range of world views Not thinking critically about whose world view is presented
Using assessment and evaluation to guide and improve Avoiding accountability for own learning
learning, and provide opportunities to reflect, monitor, self-
assess, and set targets for learning
Demonstrating learning in many ways Not reflecting on or analyzing own progress
Reflecting on own learning and literacy Assuming that the responsibility for learning and literacy
lies with the teacher
Developing the disposition to lifelong learning Setting short-term goals for learning (e.g., “Is it on the test?”)
Using contemporary technologies to learn and to Using limited or inappropriate technology for technology’s
document understanding sake
Through a “deep” understanding of this curriculum (Fullan, Hill, & Crévola, 2006) and knowing when to use
effective instructional, assessment, and classroom management strategies based on sound research (Marzano,
2007), English language arts teachers can help all students become competent and confident language users.

An Effective English Language Arts Program:
• provides meaningful contexts that address “big ideas” and
questions for deeper understanding
• focuses on grade-specific outcomes to achieve the K-12 aim and
goals of the program
• focuses on language and helps students understand how it
works
• teaches students through powerful cognitive and
communication strategies
• includes a range of texts (oral, print, and other forms)
• encourages student inquiry, social responsibility and personal
agency, and self-reflection
Provides Meaningful Contexts that Address “Big

Ideas” and Questions for Deeper Understanding
An effective ELA program provides meaningful contexts for students
to learn about language. The English language arts program is
designed for students to extend their language skills and strategies
and become competent and confident users of all six language arts
strands through many opportunities to view, listen, read, represent,
speak, and write in meaningful contexts.
If students are to become lifelong learners, develop a sense of self
and connection to others, become engaged citizens, and achieve the
Cross-curricular Competencies and the outcomes for English language
arts, they require meaningful, authentic contexts for learning. Students
need many opportunities to explore questions and concerns about
themselves and about the world.
The proposed course units on page 11 explore human dimensions
relative to important understandings, issues, and insights into human
nature, value and belief systems, the social condition, the natural and
constructed worlds, technology, and the history of humanity. They
provide opportunities for students to view, listen, read, speak, write,
and use other forms of representing. The units provide a focus for
language learning and give students an opportunity to explore “big
ideas” (i.e., overarching understandings) that have enduring values
beyond the classroom.
Teachers of English Language Arts 20 should plan a minimum of two
Through the inquiry or research
units/modules. Units can be used to explore, define, and explain the
process, students satisfy their natural
“big ideas” and can include some element of inquiry. The emphasis on curiosity and develop skills and
inquiry in units invites students to “find out” answers to questions that strategies for lifelong learning.
they have about the theme or topic and to use the inquiry process to
(Western Canadian Protocol for
guide their activities in the unit.
Collaboration in Basic Education,
1998, p. 33)

Suggested Course Units/Modules for ELA 20
Starting Out – Beginning and Becoming (The Past Moving Forward – Establishing and Realizing (Turning
and the Present; Triumphs and Trials; Discovery and Points and Transitions; Evolving Roles and Responsibilities;
Disillusionment; Relationships with Family and Others; Opportunities and Obstacles; Risks and Rewards; Beliefs and
Celebrations and Rites of Passage) Goals)
As we journey on the road of life, we learn about ourselves, As the journey of life unfolds, young adults consider the
others, and the natural and constructed worlds. Childhood many paths that they might forge and explore. Along the
and youth lay the foundation for life, for learning and path are turning points and transitions that result in growth
experiencing, for developing personal volition, for and transformation, new and altered roles, and different
shaping identity and sense of self, and for health and responsibilities (personal, family, academic, career, social).
well-being. The paths of childhood and youth are not Adults, as they mature and age, confront the complexities
the same for all, however. For some children and youth, of changing identities and expectations. The opportunities
it is a time of wonder, imagination, inquiry, discovery, and obstacles encountered shape the realization of the
play, experimentation, and innocence; for others, it is a present and the achievements of the future with dreams
time of neglect, abandonment, abuse, disillusionment, fulfilled, dreams deferred, and dreams denied. Defining
pain, exploitation, and innocence destroyed. Through fulfillment and wholeness and searching for them
relationships with the social, natural, and spiritual worlds, determine the risks that adults take for the rewards they
children and youth establish their identities among family seek and the gifts they receive; but every risk presents the
members, caregivers, friends, peers, and others. Every possibility of either achievement or failure. Adulthood is not
culture celebrates or recognizes significant developments a destination; it is a dynamic reality that compels individuals
or rites of passage in children and adolescents; these to re-evaluate their beliefs, goals, and dreams on the road
milestones may be acknowledged formally or informally. to self-discovery, self-awareness, and self-determination. As
Although the roles of, and attitudes about, children and they journey and reconsider their values and aspirations,
youth have developed over time and varied across cultures, adults may veer from the path that they initially chose. In
by examining the complex nature of childhood and youth, exploring a variety of texts, students are presented with
we have the opportunity to understand how childhood and opportunities to investigate the complexities and dynamics
youth contribute to who we are and who we would like to of adult experiences through fictional characters and
be. historical and contemporary individuals. Examining these
experiences allows us to identify and consider our dreams
and goals, and to chart the course to reach our destinations.
Suggested Course Units/Modules for ELA 21

Starting Out – Beginning and Becoming (Triumphs and Moving Forward – Establishing and Realizing (Turning
Trials; Discovery and Disillusionment; Relationships with Points and Transitions; Evolving Roles and Responsibilities;
Family and Others) Opportunities and Obstacles)
Units of Study Essential Aspects

Units provide meaningful contexts Questions for deeper understanding address the ideas and issues that
and foci for students to explore the students need to think about throughout the unit.
topics and texts that are important to
young people everywhere. Units in Strategies empower students to explore and express their thoughts,
English language arts allow students ideas, feelings, and experiences as well as to inquire and learn to use
not only to learn how language works the English language and its conventions. Oral, written, and other
in meaningful situations but also to texts explore the issues and provide opportunities to apply viewing,
develop the disposition for learning listening, reading, representing, speaking, and writing knowledge and
for life, a sense of self and connection skills.
to others, and as engaged citizens, a Individual as well as co-operative projects invite inquiry and bring
capacity to make a difference in the closure and personal agency to student explorations (e.g., developing
larger community. a campaign to make people aware of injustice).

“Big Ideas” and Questions for Deeper Understanding
Questions for deeper understanding are used to initiate and
guide the inquiry and give students direction for developing deep
Effective Questions for Deeper
understandings about a topic or issue under study. Developing
Understanding:
questions that are evoked by student interests has the potential for
rich and deep learning. • cause genuine and relevant
inquiry into the key ideas and
The process of constructing compelling questions can help students core content
grasp the important disciplinary or transdisciplinary ideas that are • provide for thoughtful, lively
situated at the core of a particular curricular focus or context. These discussion, sustained inquiry, and
broad questions will lead to more specific questions that can provide new understanding as well as
a framework, purpose, and direction for the learning activities in a more questions
lesson, or series of lessons, and help students connect what they are • require students to consider
learning to their experiences and life beyond school. alternatives, weigh evidence,
support their ideas, and justify
Effective questions in English language arts are the key to initiating their answers
and guiding students’ investigations and critical thinking, problem • stimulate vital, ongoing
solving, and reflection on their learning. The following examples of rethinking of ideas, assumptions,
questions will move students’ inquiry towards deeper understanding: or prior lessons
• How do relationships with others (e.g., parents, Elders, siblings, • spark meaningful connections
with prior learning, personal
grandparents, role models, mentors) affect the identity, values, and
experiences, and ways of knowing
beliefs of children and adolescents?
• naturally recur, creating
• What ways of knowing, thinking, doing, and being do we develop opportunities for transfer to other
as a result of our relationships in childhood and adolescence? situations and subjects.
• What are contemporary expectations of adults? How do the roles (Adapted from Wiggins & McTighe,
and expectations of adults vary among cultures and through the 2005, p. 110)
various stages of adulthood?
• How do our values and beliefs determine the life paths that we
may explore? What influences or necessitates the re-evaluation of
our values and beliefs?
Effective questioning is essential for teaching and student learning
and should be an integral part of planning in English language arts.
Questioning also should be used to encourage students to reflect on
the inquiry process, and the documentation and assessment of their
own learning.

Suggested Units and Questions for Deeper Understanding in Secondary Level English
Language Arts
Unit Possible Questions for Deeper Understanding
English Language Arts How do the experiences of youth and childhood provide a foundation for life? How do the
20 (Unit 1): experiences of childhood and youth affect our development – mentally, physically, emotionally,
Starting Out – and spiritually?
Beginning and What and how do play, a sense of wonder, imagination, and discovery contribute to the
Becoming (possible development of healthy children and youth? What are the benefits of developing imagination and
sub-units include: a sense of wonder? How can a sense of wonder and imagination be fostered?
The Past and the How do societies and various cultures attend to the needs of their children and youth? How is
Present; Triumphs caring for children and youth honoured? How do societies demonstrate their attitudes to children
and Trials; Discovery and adolescents? How do the treatment and expectations of children and adolescents vary
and Disillusionment; throughout the world and across cultures?
Relationships with What can be done to ensure the safety and health of all our children and adolescents? Why is it
Family, Peers, and beneficial and important to do so?
Others; Celebrations
How do relationships with others (e.g., parents, Elders, siblings, grandparents, role models,
and Rites of Passage): mentors) affect the identity, values, and beliefs of children and adolescents?
How do children and youth perceive themselves and why? How do others perceive them? How do
others’ perceptions influence the identities that children and youth have of themselves?
What ways of knowing, thinking, doing, and being have you developed as a result of your
relationships in childhood and adolescence?
How and why have the roles of children and youth changed over the years?
What issues do children and youth face in the twenty-first century? How are the issues that
children face today different from the issues experienced by children in previous generations?
English Language Arts How do our relationships with others evolve and influence us as we mature and age? How can you
20 (Unit 2): prepare for the probability of having multiple roles throughout your adulthood (e.g., caregiver,
employee/employer, partner)? How do people respond to and cope with multiple and changing
roles throughout their lives (e.g., caregiver, employee/employer, partner, parent)?
Moving
Are all the roles and the work associated with those roles valued or respected equally? How can
Forward –
you ensure that the work you do and the roles you play will be valued and respected equally?
Establishing and
Realizing (possible How and why will you prepare for your future?
sub-units include: What are contemporary expectations of adults? How do the roles and expectations of adults vary
Turning Points among cultures and through the various stages of adulthood?
and Transitions;
Evolving Roles and How can we prepare for the roles and expectations that we have for ourselves and that others
Responsibilities; have for us?
Opportunities and As we mature and age, what are our responsibilities to self and to others? How do these
Obstacles; Risks and responsibilities change?
Rewards; Beliefs and
Goals) What obstacles and opportunities do people experience in the transitions of adulthood?
What does the concept of a balanced life mean? How and why do we plan to achieve balance in
our lives? Is the quest for balance universal?
How do our values and beliefs determine the paths of life that we may explore? What influences or
necessitates the re-evaluation of our values and beliefs?
What competing interests, dreams, and ambitions create tension and conflict for us and for
others? What kinds of dreams are considered worthy? Who decides what dreams are worthwhile?
How can we pursue our dreams and ambitions when others do not consider those dreams
worthwhile? How do our dreams, goals, and ambitions influence the risks that we take?
What are the achievements that we envision for ourselves? Why do we decide on and pursue
those achievements? What influences the achievements we seek? What do individuals do to
motivate themselves to succeed? How do we define success and achievement for ourselves? How
do others define success and achievement?

Focuses on Grade-specific Outcomes
An effective English language arts program focuses on grade-specific curricula outcomes. Student learning
outcomes describe what students will learn in a particular discipline over a specific time frame (e.g., ELA 20).
They specify the skills, knowledge, and attitudes that students are expected to know, understand, and be able to
demonstrate.
Critical Characteristics of Outcomes and Indicators

Outcomes:
• focus on what students will learn rather than what teachers will teach
• specify the skills, strategies, abilities, and understandings that students are expected to be able to
demonstrate, but do not prescribe the activity
• are observable, assessable, and attainable
• are grade and subject specific
• are supported by indicators that provide the breadth and depth of expectations
• are written using action-based verbs
• identify the most important understandings and abilities to be developed in the specific grade level
• guide course, unit, and lesson planning.
Indicators:
• are a representative list of what students might do to show that they know and/or are able to do to achieve
an outcome
• represent the breadth and depth of the outcome.
Note: Additional and/or alternative indicators may be developed, but they must be reflective of and consistent
with the breadth and depth that is defined by the given indicators.

English Language Arts 20 Goals and Outcomes Overview
Comprehend and Respond (CR). Students will extend their abilities to view, listen to, read, comprehend,
and respond to a variety of contemporary and traditional grade-appropriate texts in a variety of forms
(oral, print, and other media) from First Nations, Métis, and other cultures for a variety of purposes
including for learning, interest, and enjoyment.
CR 20.1 View, listen to, read, comprehend, and respond to a variety of grade-appropriate First Nations, Métis,
Saskatchewan, Canadian, and international texts that address:
• identity (e.g., Relationships with Family and Others);
• social responsibility (e.g., Evolving Roles and Responsibilities); and
• social action (agency) (e.g., The Past and the Present).
CR 20.2 View, comprehend, and develop coherent and plausible interpretations of informational and literary
First Nations, Métis, Saskatchewan, Canadian, and international texts (including multimedia advertising) that use
specialized visual features including illustrations, photographs, art works, maps, charts, graphs.
CR 20.3 Listen to, comprehend, and develop coherent and plausible interpretations of grade-appropriate
informational and literary First Nations, Métis, Saskatchewan, Canadian, and international texts, including spoken
instructions, and argumentative and persuasive speeches.
CR 20.4 Read and demonstrate comprehension and appreciation of grade-appropriate informational (including
instructions and procedural texts) and literary (including fiction, nonfiction, script, poetry, and essays) First
Nations, Métis, Saskatchewan, Canadian, and international texts.
Compose and Create (CC). Students will extend their abilities to speak, write, and use other forms of
representation to explore and present thoughts, feelings, and experiences in a variety of forms for a
variety of purposes and audiences.
CC 20.1 Create a range of visual, multimedia, oral, and written texts to explore:
• identity (e.g., Relationships with Family and Others);
• social responsibility (e.g., Evolving Roles and Responsibilities); and
• social action (agency) (e.g., The Past and the Present).
CC 20.2 Create visual or multimedia presentations using dramatization or role play, including a presentation of
an interview of a literary character (or author or historical or contemporary person) from a First Nations, Métis,
Saskatchewan, Canadian, or international text.
CC 20.3 Speak to present ideas and information appropriately in informal (including discussions and
collaborative work) and formal (including an interview, a dramatic reading, and introducing and thanking a
speaker) situations.
CC 20.4 Create a variety of written informational (including an essay of explanation of a process, an application
letter and résumé, and an argumentative or persuasive essay) and literary (including a reflective or personal essay
and an analysis of a literary text) communications.
Assess and Reflect (AR). Students will extend their abilities to assess and reflect on their own language
skills; discuss the skills of effective viewers, listeners, readers, representers, speakers, and writers; and set
goals for future improvement.
AR 20.1 Assess own ability to view, listen, read, speak, write, and use other forms of representing effectively.
AR 20.2 Establish goals and plans for personal language learning based on self-assessment of achievements,
needs, and interests.

Speaking, Writing, and Other Forms of Representing for Secondary Level ELA
ELA A10 ELA B10 ELA 20 ELA A30 ELA B30
Speaking Group work Group work Group work Group work Group work
Prepared talk on a Prepared talk on a Interview Panel presentation Workshop

familiar topic researched issue (findings from presentation
Introducing and inquiry)
Oral reading of Oral reading of thanking a speaker Debate
prose or poetry prose or poetry Business or
Dramatic reading community
Retelling of a Explanation and meeting
narrative or defence of a
recounting an personal point of
experience or event view
Informational Observation report/ Biographical Essay of Inquiry paper Position paper
Writing eye-witness account profile explanation (convincing
(e.g., a process, Scholarship argument)
Inquiry, research, or Problem-solution instructions) application and
technical report essay essay Comparative essay
Letter of
Business letter application and Letter of inquiry
résumé
Essay of argument/
persuasion
Literary Historical persona Fictionalized Essay of reflection Real or invented Short story or
Writing essay journal entries (personal essay) narrative essay using
parody, satire,
A review Short script Analysis of a literary Literary criticism and/or irony
text essay
Critique of an
author’s style
Other Forms of Visual or multimedia Visual or Visual or Visual or Visual or
Representing presentation multimedia multimedia multimedia multimedia
explaining key ideas presentation presentation presentation on presentation
and events (actual supporting of an interview a contemporary persuading
or based on text researched talk with a literary Canadian audience to act
studied) through using either character using landscape using a on an issue using
an appropriate digital or other dramatization or photo essay presentation
combination of presentation tools role play techniques most
charts, diagrams, appropriate to
pictures, sounds, audience and
models, drama, and purpose
print
Experimenting Memorandum Letter of Articles Minutes of Proposal
complaint meeting
Legend Radio Script
Obituary dramatization or Chapter of novel
documentary
Poetry Letter to an
Brochure Short story authority (e.g.,
Blog post or web MP, MLA, Chief,
content Mayor) advocating
change

Focuses on Language
Good language and literacy skills lay Language and language study are at the centre of the Secondary Level
the foundation for social, academic, English language arts program. The study of the English language
economic, personal, and national arts (viewing, listening, reading, speaking, writing, and other forms
success. of representing) and of the elements and conventions associated
(Jamieson & Tremblay, 2005, p. 1) with each language cueing system (i.e., pragmatic, textual, syntactic,
semantic/lexical/morphological, graphophonic, and other) enables
students to understand and appreciate language, and to use it in a
variety of situations for communication, for learning, and for personal
satisfaction.
An effective English language arts program that develops students’
facility with language provides them with opportunities to:
• learn to use language in a variety of meaningful ways, considering
and determining the audience, purpose, and situation
• learn about language as a necessary tool for thinking and
communicating effectively, considering the resources and
conventions of language
• learn through language by applying their knowledge of language
in their viewing, listening, reading, representing, speaking, and
writing experiences.
Language study is an integral part of an English language arts
program. Students in each grade are expected to understand the
concepts related to the language cues and conventions. As students
listen, speak, read, write, view, and represent, they are expected to
apply the concepts to construct and communicate meaning in their
English language arts program and in their daily communication.

Language Cues and Conventions English Language Arts (ELA) 20
Language Cues and Convention Comprehend and Respond Compose and Create
When viewing, listening, and When speaking, writing, and using other
reading, ELA 20 students will: forms of representing, ELA 20 students
will:
Pragmatic Recognize how and when language is Select and use language and language
used to convey information and ideas registers to build and maintain collaborative
Pragmatics is the study of how
easily and unambiguously, and when relationships and create and sustain an
people choose what and how
it is oversimplified, condescending, inclusive community. Select and use the
to communicate from a range
racist, or sexist. conventional and formal registers when
of possibilities available in the
required, and avoid colloquialisms, slang,
language, and how these choices
euphemisms, clichés, and “abusages” (e.g., Us
affect the receiver.
students…”, “ain’t got no”, “them books”).
Textual Recognize and comprehend the Create texts with clear and coherent
distinctive genres, formats, and organizational patterns including effective
Ideas and information are
organization patterns found in a range beginning, supporting middles, and smooth
organized in oral, written, and
of oral, print, and other texts, and the and logical conclusions.
other formats. Textual cues and
various elements and techniques (e.g.,
conventions include the form or
fade or dissolve, point of view) used in
structure and elements of a text.
these texts.
Syntactical Recognize and comprehend how Create and use clear and varied (e.g., short/
sentences are constructed to long, statement/questions, commands/
Syntax is the predictable
communicate ideas and/or feelings exclamations, loose/periodic/inverted/
structure of a sentence and the
using basic patterns, expanding (e.g., parallel/balanced, simple/compound/
ways that words are combined
using qualifiers), combining (i.e., complex, front-shifted qualifiers) sentences
to form phrases, clauses, and
co-ordination and subordination), that link ideas logically, and use the active
sentences. Syntax includes
parallelism and balance, and voice and appropriate punctuation.
classes of words (e.g., verb, noun)
transformations (e.g., inversions,
and their functions (e.g., subject, Recognize and avoid using sentence
intentional fragments, and statements
object). fragments, run-on sentences, misplaced
becoming questions). qualifiers, excessive co-ordination, and faulty
subordination in formal communication.
(Average spoken sentence length is 11
words; written sentence length is 11.7
words.)
Semantic/Lexical/Morphological Recognize and comprehend words Select and use words that are clear, fresh,
that are loaded with meaning and economical, and alive (versus overworked
The lexicon of a language
significance (e.g., connotation, such as clichés and the use of the “to be”
includes all the words or
symbolism, imagery, allusion), and verbs).
vocabulary of that language
that are used or understood by a when they have emotional appeal.
particular person or groups.
Graphophonic Recognize the sound patterns in Know and apply Canadian spelling patterns
language including rhyme, rhythm, and conventions for familiar and new
Graphophonics is the study
metre, alliteration, consonance, vocabulary.
of the relationships between
assonance, and repetition, and the role
the symbols and sounds of a
of word play in communication.
language and includes letter or
sound relationships and patterns.
Other Cues and Conventions Identify and explain how graphics Make oral, written, and other texts clear
(e.g., charts, tables), visuals (e.g., and visually appealing by choosing the
Other cues and conventions
photos, paintings), dramatizations appropriate font, borders, line spaces, colour,
found in communication acts
(e.g., tableaux, improvisations), sound space, white space, and visuals that enhance
include elements such as
and movement (e.g., gestures, music), (rather than distract from) the message.
graphics, layout, colour, sound,
models (e.g., sculptures, mobiles,
movement, font choices, and
dioramas), and layout affect the appeal
handwriting.
and understanding of a message.

Uses Critical and Powerful Learning Strategies
An effective ELA program teaches students how to use critical and
powerful learning strategies. To achieve the English language arts
outcomes, students need to learn and use a range of language skills
and strategies. Effective language arts teachers employ a range
of instructional approaches to help students move from teacher-
supported and guided lessons to independent learning that requires
varied instructional methods and strategies to help them learn
these language skills and strategies. Teachers model and discuss key
procedural and metacognitive strategies for language learning and
thinking. Students need to learn how to select and use strategies
before, during, and after viewing, listening, reading, representing,
speaking, and writing.
If students are to be successful in English language arts, they need
to learn and use thinking and learning skills and strategies on their
own. To help students gain control over a repertoire of key skills and
strategies, these need to be taught explicitly and practised using a
model such as the following:
• introduce and explain the purpose of the skill or strategy
• demonstrate and model its use
• provide guided practice for students to apply the skill or strategy
with feedback
• allow students to apply the skill or strategy independently and in
teams
• reflect regularly on the appropriate uses of the skills or strategies
and their effectiveness
• assess the students’ ability to transfer the repertoire of skills or
strategies with less and less teacher prompting over time.
(Wiggins & McTighe, 2007, p. 97-98)

Important Cognitive Strategies for Comprehending and Responding (CR) Goal
Learning Phase (Before): Strategies Learners Can Use as They Prepare to Comprehend and
Respond to a Visual, Multimedia, Digital, Oral, or Print Text
Strategy Prompts
Tap, Activate, and Build Prior I already know that ….
Knowledge This reminds me of ….
This relates to ….
Ask Questions I want to know ….

I wonder if ….
I want to answer these questions ….
Preview Text Title

Illustrations/Diagrams
Texual Cues and Features
Summaries
Table of Contents
Headings and Subheadings
Graphic Organizers
Anticipate Message and I think that I will learn ….

Author’s/Presenter’s Intent I think that the author/presenter will say ….
The title of this text makes me think of ….
This text likely will present ….
The information about the speaker/writer/presenter suggests ….
Predict What Text Will Be About Because of the title, I think ….

Because of the picture(s), I think ….
Because of the text and features, I think ….
I wonder if ….
Set Purpose I am viewing, listening to, reading this to ….

I want to know if ….
I think that I will learn ….
I want to answer these questions ….

Learning Phase (During): Strategies Learners Can Use as They Comprehend and Respond to a
Visual, Multimedia, Digital, Oral, or Print Text
Strategy Prompts
Connect and Construct Meaning This reminds me of ….
I experienced this once when ….
I can relate to this because ….
Note Key Ideas and What The important ideas in what I view, listen to, or read are ….
Supports Them Here’s why (supporting ideas) ….
I think the author/presenter really is trying to make us think ….
Construct Mental Images I can picture ….
In my mind, I see, hear, smell, taste, feel ….
If this were a movie, ….
Make, Confirm, and Adjust I think ….
Predictions I suppose ….
If …, then ….
Make, Confirm, Adjust Based on the clues in this text, I think the author/character felt/thought ….
Inferences, and Draw I see why ….
Conclusions
My thinking changed when I viewed, listened to, read ….
Ask Questions and Self-monitor Does this make sense?
Comprehension I need to re-view, listen again, or re-read this part because ….
I know that I am on the right track because ….
Pragmatic Cues (audience, The purpose of this text is to ….
purpose, situation) This text represents … point of view.
The author’s/presenter’s view of the world is ….
Textual Cues (genre and form) The author/presenter chose to use … genre/form.
The author/presenter organized the ideas in a list, sequence, compare/contrast,
cause/effect, problem/solution, concept/definition, goal/action/outcome format ….
The author/presenter probably chose this genre/form because ….
Syntactic Cues (sentence) The key idea of this sentence is ….
The author/presenter used this word order to convey this particular meaning or
emphasis of ….
This pronoun refers to ….
Semantic/Lexical Cues (word) An important or key word in this passage is ….
Because of its context clues, … probably means ….
Because of its prefix, suffix, root, … probably means ….
Graphophonic Cues (sound- … is pronounced ….
symbol) … is spelled ….
Other Cues The author/presenter used these features (e.g., graphs, charts) to help us understand
this text ….
Adjust Rate and/or Strategy I need to skim this part to learn ….
I need to scan this part to find ….
I need to read this part carefully to learn ….
The “during” phase of viewing, listening, and reading cannot be treated as simply “assign and evaluate.” Students should not
be told simply to view, listen, or read, and then asked questions in the “after” phase to determine if they have comprehended
a text. In the “during” phase, most students need the strategies to be modelled explicitly and taught explicitly.

Learning Phase (After): Strategies Learners Can Use after They Comprehend and Respond to a
Strategy Prompts
Recall, Paraphrase, Summarize, So the point is ….
and Synthesize This text was about ….
The main idea is ….
I learned ….
A conclusion that I am drawing is….
The overall message was ….
I need to re-view, listen again, and/or re-read the part where ….
Reflect and Interpret (identify A question that I have is ….

new knowledge or insight) This is important and relevant because ….
I wonder if ….
What I learned was ….
I want to know more about ….
Evaluate I like/do not like … because ….

This could be more effective if ….
I would add or delete ….
The most important message is ….
The teaching in this is ….
This is accurate/realistic/artistic because ….
This was successful because ….
Analyze Craft and Technique A “golden” line for me is ….

This word/phrase/sentence/part stands out for me because ….
I like how the presenter/author uses … to show ….
The thing that I could relate to the most was … because ….
Respond Personally (giving My first reaction was ….

support from text) I thought ….
I felt ….
I enjoyed ….
This reminds me of ….
A similar story to this is ….
View Again, Listen, Read, I could deepen my understanding and pleasure by reviewing, listening again, and/or
Represent, Speak, and Write re-reading …
to Deepen Understanding and I could share my thoughts and insights with others by:
Pleasure
• representing (e.g., creating a tableau, a graphic organizer, a storyboard)
• speaking (e.g., discussing, giving a dramatic reading, role playing)
• writing (e.g., a script, a narrative, a poem).

Additional Strategies for Comprehending and Responding
Viewing:
Think Alouds (Davey, 1983)
View, Pause, Predict, and Think Aloud
Collaborative Viewing Guide (Wood, 1994)
Directed Viewing-Thinking Activity (DVTA)
Picture Walk (Richards & Anderson, 2003)
Viewing Guides
Listening:
TQLR (Tune In, Questions, Listen, and Review) (SRA, 2000)
ACTION (Attention, Concentrate, Think, Interpret, Organize, and Note) (Sebranek & Kemper, 1995)
Listen-Think-Pair-Share (McTighe & Lyman, 1992)
Listen-Draw-Pair-Share (McConnell, 1992)
DLTA (Directed Listening-Thinking Activity) (Stauffer, 1975)
LAPS (Listen, Ask, Picture, and Summarize) Strategy (Matchullis & Mueller, 1996)
Listening Guides
Reading:
Anticipation/Reaction Guide (Herber, 1978; Readance, Bean, & Baldwin, 1989)
KWL, K-W-L Plus (Carr & Ogle, 1987)
Preview/Connect/Predict (Robb, 2006)
List/Group/Categorize (Robb, 2006)
SMART (Self-monitoring Approach to Reading and Thinking) (Vaughan & Estes, 1986)
Read SMART (Buehl, 2001)
B-D-A (Before, During, and After) Strategy (Laverick, 2002)
Directed Reading-Thinking Activity (DRTA) (Stauffer, 1975)
Reciprocal Reading (Palincsar & Brown, 1986)
ReQuest (Manzo, 1969; Vacca & Vacca, 1999)
Easy as 1, 2, 3 (Moore in Olson, 2003)
QtA (Question the Author) (Beck, McKeown, Hamilton, & Kucan, 1997)
QARs (Question Answer Relationship) (Raphael, 1986)
GIST (Generating Interactions between Schemata and Texts) (Cunningham, 1982)
Mapping It Out (Hoyt, 2000)
Double Journal Entries
Justifying My Opinions (Hoyt, 2000)
Open-mind Portraits (Tompkins, 2004)
Coding the Text (Harvey & Goudvis, 2000)
Think Alouds (Davey, 1983)
REAP (Read, Encode, Annotate, and Ponder) (Eanet & Manzo, 1976)
Reading Guides
SQ3R (Survey, Question, Read, Recite, and Review) (Robinson, 1961)
SEARCH (Scan, Examine, Act, Review, Connect, and Hunt)
Discussion Circles
Grand Conversations (Eeds & Wells, 1989)
Literature Circles (Daniels, 1994)
Reader’s Workshop

Important Cognitive Strategies for Composing and Creating (CC) Goal
Learning Phase (Before): Strategies Learners Can Use as They Prepare to Compose and Create a
Strategy Prompts
Consider Prompts (e.g., RAFTS About what am I representing, speaking, or writing?
variables) or Find a Topic and What do I know about this topic?
Activate Prior Knowledge
What message do I want to communicate?
What questions need to be answered?
What is my role or point of view?
What do proficient representers, speakers, or writers do to create quality texts?
Consider Purpose and For whom am I representing, speaking, or writing?
Audience What do I know about my audience (e.g., age, interests, needs, gender, background)?
Why am I speaking, writing, or representing?
What is my purpose (e.g., convince, persuade, defend)?
What am I trying to do in this communication?
Should I use a formal or informal stance?
Consider and Generate What do I know and need to know about the topic?
Specific Ideas and Information What types of information (e.g., data, anecdotes, visuals) will appeal to my selective
that Might be Included audience and serve my purpose?
What are the specific ideas that I need to include?
What points need to be made?
Where will I find missing or additional information?
Consider and Choose/Adapt a What form will appeal to my selected audience and best serve my purpose?
Possible Form What form will engage my audience?
What shape will that form take?
How could the ideas and information be organized?
Collect and Focus Ideas and What do I need to find out and discover?
Information Where can I find reference materials?
With whom do I talk?
Is my topic sufficiently focused?
What is the key message?
Where is the best information found for this message?
Plan and Organize Ideas What plan do I have?
for Drafting (mapping and How will I begin?
authoring)
How will I make this interesting?
How will I end/conclude?
How will I arrange my ideas to make sense?
Consider Qualities of Effective What are the key ideas for this message?
Communication and the What is the best way to organize this message?
Language to Use
What is the best and most appropriate language to use?
What register and tone are appropriate?
What is the best way to present this message?

Learning Phase (During): Strategies Learners Can Use as They Compose and Create a Visual,
Multimedia, Digital, Oral, or Print Text
Strategy Prompts
Create Draft(s) and What ways can I start?
Experiment with Possible What do I need to add, expand, modify, change, condense, delete, or rearrange in my
Product(s) next draft?
Is this the best approach for the chosen topic?
Pragmatic Cues (audience, For whom am I communicating this and for what purpose?
purpose, situation) What register and tone is appropriate?
Textual Cues (genre and form) What form should this take?
How should I arrange my ideas and sequence and connect them?
Are all new paragraphs clearly identified?
Syntactic Cues (sentence) Are my sentences clear? Complete? Interesting? Varied? Correct?
Semantic/Lexical Cues (word) Did I choose the right words? Did I use the words correctly?
Graphophonic Cues (sound- Did I spell each word correctly?

symbol)
Did I use punctuation to clarify meaning?
Other Cues
How can I make this more interesting? More effective? More vivid?
Are my accompanying visuals or multimedia choices appropriate?
Did I use legible handwriting or appropriate fonts, formatting, or props?
Confer with Others How do my peers and others respond to my drafts?

What suggestions for improvement do others have?
What do I need to add or change to create a quality text?
Do others have suggested ideas and sources of information that I can include?
Reflect, Clarify, Self-monitor, Does this mean what I want it to mean?

Self-correct, and Use a Variety How clear is the meaning?
of “Fix-up” Strategies
What are the strengths and what areas need improvement in this piece?
What should I now add, change, delete, or rearrange?
Experiment with How well do the communication variables (e.g., content, organization, purpose,
Communication Features and audience, context) work together?
Techniques How can I use different features to communicate my ideas more clearly and more
effectively?

Learning Phase (After): Strategies Learners Can Use After They Compose and Create a Visual,
Multimedia, Digital, Oral, or Print Text
Strategy Prompts
Revise for Content and Have I included everything I want to say? Do I need to add other information? Are there
Meaning (adding, deleting, enough details? Do I need to remove anything? Is the writing interesting?
substituting, and rethinking) Does the writing achieve the purpose? Are there unrelated ideas that distract the
viewer, listener, or reader?
Revise for Organization Do I have an introduction?
(reordering) Is the main idea clearly developed and supported?
Is the order clear?
Are the ideas and details arranged in an effective order?
Are the connections between ideas and sentences clear?
Do I have a good ending/conclusion?
Revise for Sentence Structure Are the sentences clear and complete?
and Flow Do the sentences read smoothly?
Is the sentence structure varied?
Do the subjects and verbs agree?
Revise for Word Choice, Does the language fit the audience and purpose?
Spelling, and Usage Have I used the best words?
Have I used any words too many times?
Have I left out any words?
Are the words spelled correctly?
Proofread and Review for Did I proofread for capitalization and punctuation?
Mechanics and Appearance Is it audible?
(Punctuation and
Is the polished draft legible?
Capitalization)
Is the layout clear?
Confer with Peers, Teacher, or What is the part that I like best?
Others Does it say what I wanted it to say?
Does it have a clear form?
Does it make sense? Is it interesting?
Does it produce the intended reaction?
Is it clear and easy to understand? Is it appropriate for my purpose and audience?
How can it be improved?
What could I do next?
Polish, Practise, and Decide What do quality representing, speaking, and writing look and sound like?
How the Work will be Shared Is the presentation ready?
and/or Published
In what context (situation) will the viewers, listeners, or readers engage with the text?
How will this context affect its presentation?
Share Final Product, Reflect What is the viewers’, listeners’, or readers’ response?
and Consider Feedback, and What worked well?
Celebrate Learning
What would I try next time?
What lessons have I learned from this experience?
How do I find opportunities to celebrate my achievements?

Additional Strategies for Composing and Creating
Representing:
Discuss/Brainstorm/Web
Asking the 5Ws + H
Representing Task Sheet
Talking Drawings (Wood, 1994)
Sketch to Stretch (Harste, Short, & Burke, 1988)
Read/View/Listen, Talk, Act, Draw, Write (Cox, 1999)
Speaking:
Talking Circle
Think, Pair, Share/Square (McTighe & Lyman, 1992)
Instructional Conversations (Goldenberg, 1993)
TAPS (Total Group, Alone, Partner, and Small Group) (Gregory & Chapman, 2002)
Grouptalk (Whipple, 1975; Moffett & Wagner, 1992)
Writing:
Discuss/Brainstorm/Web
Think-Pair-Share-Write (Robb, 2006)
Asking the 5Ws and H (who, what, where, when, why, and how)
Writing Frames
RAFTS (Adler & Vendeventer, 1989)
Fast Writes (Robb, 2006)
Authors’ Circle (Graves & Hansen, 1983)
Passes (Perrin, 1992)
Guided, Layered Revision (Forney, 1999)
Writing Workshop (Calkins, 1994)
Includes a Range of Texts

For students to achieve the outcomes stated in this curriculum, they need to have access to a wide range of
high-quality learning resources in oral, visual, multimedia, print, and electronic formats. English Language Arts:
Core Learning Resources 20 identifies resources to support the English language arts program and student
achievement of the learning outcomes designated for this grade level. A listing of additional resources that
have been evaluated for curriculum fit are available on the Ministry of Education website. An effective English
language arts program:
• provides learning resources that help students achieve the curriculum outcomes
• balances a variety of formats including print, non-print, human, electronic, and virtual resources
• offers resources that are current, relevant, credible, and representative of many viewpoints
• offers resources that reflect the perspectives, cultures, and ways of knowing of Saskatchewan’s First Nations
and Métis peoples
• presents the cultural, literary, and artistic heritages of societies, past and present
• responds to students’ interests and supports independent viewing, listening, reading, and inquiry
• fosters opportunities for inquiry learning.

Students must view, listen to, and read a range of literary and informational texts. Literary texts (e.g., novels,
plays, poetry, short stories, feature films) use language in “aesthetic, imaginative, and engaging ways to entertain
and move, reflect and express emotions, and shape and explore cultural values and identity” (Queensland
Studies Authority, p. 18). Informational texts (e.g., reports, essays, feature articles, editorials, documentary
films, websites, texts of work, family, and community life) use language to “transact and negotiate relationships,
goods, and services; report on people, things, events, and issues; and explain, analyze, argue, persuade, and give
opinions” (Queensland Studies Authority, p. 18).
Examples of Text Types

Viewing (Visual Texts)
Literary Texts Films (dramas, science fiction, westerns), live presentations, role plays, stage plays, comics,
graphic novels, art, picture books
Informational Television news stories and programs (e.g., documentaries, nature shows, special interest
Texts shows), advertising, websites, photographs, graphics, charts, tables, flowcharts, logos,
displays, illustrations, posters, advertisements, magazines, newspapers, TV programs, games,
labels, signs, posters, billboards, maps, collages, simulations
Listening (Oral Texts) (Spoken Word)

Literary Texts Traditional First Nations narratives, choral speaking, drama for an audience, formal speeches,
improvisations, informal debates, oral recordings, Reader’s Theatre, role plays, oral readings,
music, storytelling, plays
Informational Announcements, conversations, discussions, radio commentaries, committees, conferences,

Texts directions, discussion groups, interest talks, podcasts, interviews, jigsaws, meetings,
presentations, reports, telephone requests, book talks
Reading (Print Texts)

Literary Texts Poems (including free verse, songs, haikus, odes, sonnets, elegies, ballads, epics, soliloquies),
plays, monologues and dialogues, film and television scripts, traditional First Nations
narratives, short stories, novels, reminiscences, formal essays, personal essays, anecdotes,
biographies, autobiographies, legends, profiles, memoirs
Informational Magazines or newspaper articles, reports, reviews, websites, e-zines, text messages, blogs,
Texts social networking sites, emails, letters, memos, charts, tables, labels, instructions, directories,
manuals, guidebooks, timetables, recipes, promotional leaflets, brochures, catalogues, CVs/
résumés, proposals, position papers, research papers, editorials, surveys, newsletters, press
releases, agendas, users’ manuals, summaries, letters (business, application, friendly), reviews
(film, video game, website)

Minimum Guide for Resource Selection
Note: A teacher-guided study (TGS) refers to a selection that is studied in some detail for a specific purpose and
involves explicit instruction. An independent study (IS) refers to a selection intended for application of previously
learned strategies and/or for personal enjoyment.
For instructional, assessment, and evaluation purposes, teachers should choose resources and selections from
the respective English language arts core and additional resources or alternative resources that have not been
suggested at other grade levels and that pose comparable challenge to the students.
Course Texts
Literary Texts
Short Essays Poems Plays Full- Novel Other Oral
Stories length Media Texts
Non-
fiction
3 (TGS) 3 (TGS) 5 (TGS) 1 (TGS) 1 (TGS) 1 (TGS)
2 (IS) 2 (IS) 5 (IS) 1 (IS) 1 (IS) 1 (IS)
ELA 20 Informational Texts
Posters Magazine Podcasts Public Service Documentaries Other Oral
Brochures and Websites Announcements Television and Media Texts
Newspaper Social Radio News Advertising
Articles Commentary Broadcasts Blogs

Encourages Inquiry, Social Responsibility and
Personal Agency, and Self-reflection
An effective English language arts program provides opportunities for
inquiry, personal agency, and self-reflection.
Inquiry learning provides students with opportunities to build Inquiry is a philosophical stance
knowledge, abilities, and inquiring habits of mind that lead to deeper rather than a set of strategies,
understanding of the world and human experience. The inquiry activities, or a particular teaching
process focuses on the development of compelling questions, method. As such, inquiry promotes
formulated by teachers and students, to motivate and guide inquiries intentional and thoughtful learning
into topics, problems, and issues related to curriculum content and for teachers and children.
outcomes. (Mills & Donnelly, 2001, p. xviii)
Inquiry is more than a simple instructional strategy. It is a philosophical
approach to teaching and learning, grounded in constructivist
research and methods, which engages students in investigations
that lead to disciplinary and transdisciplinary understanding. Inquiry
builds on students’ inherent sense of curiosity and wonder, drawing
on their diverse backgrounds, interests, and experiences. The process
provides opportunities for students to become active participants in a
collaborative search for meaning and understanding.
Students who are engaged in inquiry:
• construct deep knowledge and deep understanding rather than
passively receiving information
• are directly involved and engaged in the discovery of new
knowledge
• encounter alternative perspectives and differing ideas
that transform prior knowledge and experience into deep
understandings
• transfer new knowledge and skills to new circumstances
• take ownership and responsibility for their ongoing learning and
mastery of curriculum content and skills.
(Adapted from Kuhlthau & Todd, 2007)
Inquiry learning is not a step-by-step process, but rather a cyclical one,
with various phases of the process being revisited and rethought as
a result of students’ discoveries, insights, and co-construction of new
knowledge. The graphic on the following page represents various
phases of this cyclical inquiry process.
Inquiry prompts and motivates students to investigate topics within
meaningful contexts. The inquiry process is not linear or lock-step
but flexible and recursive. As they become more comfortable with
the process, experienced inquirers will move back and forth among
various phases as new questions arise.

Constructing Understanding Through Inquiry
Curriculum Outcomes What are the things we wonder

about and want to know more about?
What questions do we have about
the deeper mysteries or aspects of life?
Interpret
Collaborate Conclude
Analyze
Plan Investigate
Reflect and Reflect and
Revise How are we going to proceed? Revise
Explore Create
Observe Synthesize
Acknowledge Sources Document Processes Resources
What have we discovered and how

will we show our deeper understanding?
How are we going to use what we have
discovered (e.g., apply, act,
implement)?
Personal agency can help students

• become complex thinkers by Well-formulated inquiry questions are broad in scope and rich in
encouraging them to synthesize possibilities. Such questions encourage students to explore, observe,
their learning and apply it to gather information, plan, analyze, interpret, synthesize, problem
their community, country, and/or solve, apply critical and creative thinking, take risks, create, develop
international world. conclusions, document and reflect on learning, and generate new
• become more aware of the questions for further inquiry.
interconnectedness of all things
and the reciprocal relationships
Teachers and students can begin their inquiry at one or more
between themselves and curriculum entry points; however, the process may evolve into
their local and international transdisciplinary integrated learning opportunities, as reflective of the
community. holistic nature of our lives and interdependent global environment.
• become more independent by An important part of any inquiry process is students’ reflections on
using the language skills and their learning and the documentation needed to assess the learning
strategies that students are
and make it visible to them. Student documentation of the inquiry
learning in ELA beyond the
process in English language arts may take the form of reflective
classroom.
• become more motivated by
journals, essays, notes, drafts, three-dimensional models, works of art,
choosing individual or group photographs, and video footage.
projects related to each unit. Social responsibility and personal agency (acting to make something
• become contributors to their better) encourage students to extend their learning beyond the
community and the world beyond classroom into the local, national, and international community. Social
that community. responsibility and personal agency invite students to consider how
• become more collaborative and
individuals or groups can shape the future in a positive way or address
respectful as they work with
an important issue, question, challenge, or problem. Each unit at each
others to address the questions,
issues, and problems considered
grade level in English language arts offers opportunities to challenge
in the unit. students to consider what particular local, national, or global issues,
• become agents of change. questions, challenges, or problems are important, and what they
• become socially responsible. might do to make their community or the world a better place.

Social responsibility and personal agency challenge students
to address the important or compelling questions for deeper
understanding posed in a unit. In any English language arts unit,
teachers and students can plan and create a project for personal
agency.
Student self-reflection helps students take ownership for their own
learning and become more self-directed and self-confident. The Assess
and Reflect goal in English language arts expects students to consider
what they know and have learned, the progress and achievements
they have made, and the goals they need to set to improve. Using
tools such as learning logs, journals and diaries, discussion, blogs,
questionnaires, reflective writing, and portfolios, students can
reflect on their learning both as a team and as individuals. Through
self-reflection, students can determine their current and future
learning needs and set goals for growth. Using Bloom’s taxonomy of
questioning, teachers can help students become self-reflective and
self-directed:
• What did I do? (Remember/Knowledge)
• What knowledge, skills, and strategies did I use to complete the
task? (Understand/Comprehension)
• What steps did I take to achieve this? (Application)
• What challenges or problems did I encounter and how did I
address these? (Analysis)
• What are my strengths and what would I like to learn more about?
What do I want to further develop my skills and strategies in?
(Evaluation)
• How have I used this new knowledge and these new skills and
strategies? (Create)

Outcomes and Indicators
Focus: Communicating with Purpose, Correctness, Unity, Coherence, and Emphasis
Comprehend and Respond (CR). Students will extend their abilities to view, listen to, read, comprehend,
and respond to a variety of contemporary and traditional grade-appropriate texts in a variety of forms
(oral, print, and other media) from First Nations, Métis, and other cultures for a variety of purposes
including for learning, interest, and enjoyment.
Outcomes Indicators
CR 20.1 View, listen to, read, a. Examine topics and contemporary and traditional visual, oral,
comprehend, and respond to written, multimedia, and digital (including social media) First
a variety of grade-appropriate Nations, Métis, Saskatchewan, Canadian, and international texts
First Nations, Métis, that present different viewpoints and perspectives on issues
Saskatchewan, Canadian, related to identity, social responsibility, and social action (agency).
and international texts that b. View, listen to, and read First Nations, Métis, Saskatchewan,
address: Canadian, and international texts that reflect diverse personal
• identity (e.g., Relationships identities, world views, traditions, and backgrounds (e.g.,
with Family and Others); appearance, culture, socio-economic status, ability, age, gender,
• social responsibility language).
(e.g., Evolving Roles and c. Connect ideas, observations, opinions, and emotions to
Responsibilities); and understand texts.
• social action (agency)(e.g.,
d. Analyze, compare, and evaluate interpretations and viewpoints
The Past and the Present).
when responding to First Nations and Métis texts and themes.
e. Make connections between personal experiences and prior
knowledge of traditions, genres, and a variety of texts.
f. Respond personally and critically to themes, values, and beliefs
presented in a variety of First Nations and Métis texts.
g. Identify ways that society and culture shape the content, forms,
and language of texts, including digital texts.
h. Explain ways that languages and texts reveal and shape
understanding of human diversity.

Outcomes Indicators
CR 20.2 View, comprehend, a. View, interpret, and demonstrate comprehension of grade-
and develop coherent and appropriate visual, multimedia, and digital texts that address
plausible interpretations identity, social responsibility, and social action (agency).
of informational and
b. Select, use, and evaluate critically a variety of before (page 19),
literary First Nations, Métis,
during (page 20), and after (page 21) strategies to construct
Saskatchewan, Canadian, and
meaning when viewing.
international texts (including
multimedia advertising) c. Uses language cues and conventions (page 17) of a variety of
that use specialized visual informational and literary texts to construct and confirm meaning
features including illustrations, when viewing.
photographs, art works, maps, d. Demonstrate critical viewing behaviours including:
charts, graphs.
• determining the message and purpose the text is
representing
• identifying and analyzing how the text was constructed
(structure and process)
• identifying and analyzing how digital text was constructed,
including construction of navigation, division of content
among pages in a site, the non-linear nature of the content,
use of authored texts vs. message-based content, use of
features
• identifying the intended audiences and points of view in the
text
• identifying and analyzing the assumptions, interests, beliefs,
and values embedded in the text, and the credibility, purpose,
tone, attitude, and bias of the author
• identifying and analyzing the speaker’s tone, attitude, and
bias
• supporting opinions or responses to viewed texts
• analyzing how the text uses argument, images, placement,
editing, message-based commentary, testimonials, interactive
elements, and music to create effect and emotion for effect
and impact
• evaluating and critiquing the persuasive techniques (e.g.,
emotion and propaganda)
• recognizing how visual, audio, or design techniques (such as
special effects, camera angle, interactive media, and music)
carry or influence messages in various media.
e. Evaluate critically information obtained from viewing an
advertisement and identify the persuasive techniques in
multimedia advertising including advertising on websites, in email,
or in mobile content.

Outcomes Indicators
CR 20.2 continued f. Interpret and use information in maps, charts, graphs, timelines,
table, and diagrams (including interactive texts).
g. Evaluate the visual and other special effects used in television,
radio, film, and the Internet for their ability to inform, persuade,
and entertain (e.g., anecdote, expert witness, vivid details,
testimony, humour).
h. Examine the intersections and conflicts between the visual (e.g.,
media images, painting, film, video, graphic arts) and the verbal.
i. Analyze the techniques used in, and the merits of, visual,
multimedia, and digital texts in relation to given criteria.
j. View, compare, and analyze different presentations of the same
ideas and issues.
k. Analyze how branding elements, navigation (main and secondary),
page hierarchy, iconography, use of graphics and multimedia,
advertising, inclusion of user-generated content, interactive
elements of a variety of websites, and blogs achieve the creator’s
purpose.
Outcomes Indicators
CR 20.3 Listen to, comprehend, a. Listen to and interpret a variety of grade-appropriate literary and
and develop coherent and informational texts created by First Nations, Métis, Saskatchewan,
plausible interpretations Canadian, and international authors from various cultural
of grade-appropriate communities that address identity, social responsibility, and social
informational and literary action (agency).
First Nations, Métis, b. Select, use, and evaluate critically a variety of before (page 19),
Saskatchewan, Canadian, and during (page 20), and after (page 21) strategies to construct
international texts, including meaning when listening.
spoken instructions, and
argumentative and persuasive c. Use language cues and conventions (page 17) of a variety of
speeches. informational and literary texts to construct and confirm meaning
when listening.
d. Demonstrate the First Nations, Métis (refer to Teaching Treaties
in Classroom and/or school division Elder protocol policy), and
other cultures’ (consult multicultural organizations) protocols for
listening.

Outcomes Indicators
CR 20.3 continued e. Demonstrate critical listening behaviours including:
• concentrating, focusing, and attending
• filtering distractions, recognizing factors that interfere
with effective listening (including personal biases), and
demonstrating a willingness to take a tentative stance,
tolerate ambiguity, explore multiple perspectives, and
consider more than one interpretation of texts listened to
• determining the thesis or main idea of a speech and
identifying the supporting points
• analyzing and evaluating explicit and implicit messages/
concepts, viewpoints, theme, and tone
• recognizing the overall plan or organization including
transitional expressions
• summarizing, paraphrasing, and précising information
presented orally by others
• distinguishing fact from opinion
• identifying and analyzing persuasive techniques
• evaluating the speaker’s intent, tone, position, persuasive
techniques, and biases, and validity of ideas presented
• identifying key allusions and symbols from a variety of
cultures
• using effective note-making strategies and a variety of written
or graphic organizers or digital means to share ideas acquired
from what was listened to
• organizing and sharing ideas from what was listened to and
responding personally, critical, and empathetically to the text
• preparing and asking relevant questions, and responding
appropriately after listening
• analyzing the overall effectiveness of what was listened to.
f. Follow spoken instructions to perform specific tasks, to answer
questions, or to solve problems.
g. Evaluate the speaker’s qualifications to speak about a given
subject.
h. Identify the ways in which the structure and style of a speech
support its purpose.
i. Identify the types of persuasion used by the speaker, including
logic (e.g., cause/effect, analogy), emotion, and authority of source.
j. Analyze the techniques in and strengths and weaknesses of oral
texts in relation to specific criteria.
k. Listen to, analyze, and compare different oral presentations on the
same ideas and issues.

Outcomes Indicators
CR 20.4 Read and demonstrate a. Read, interpret, and summarize grade-appropriate literary and
comprehension and informational texts that address identity, social responsibility,
appreciation of grade- and social action (agency) by First Nations, Métis, Saskatchewan,
appropriate informational Canadian, and international authors from various cultural
(including instructions and communities.
procedural texts) and literary
(including fiction, nonfiction,
during (page 20), and after (page 21) strategies to construct
script, poetry, and essays) First
meaning when reading.
Nations, Métis, Saskatchewan,
Canadian, and international c. Use language cues and conventions (page 17) of a variety of
texts. informational and literary texts to construct and confirm meaning
when reading.
d. Demonstrate critical reading behaviours including:
• establishing a purpose for reading such as to learn, to
interpret, and to enjoy
• skimming, scanning, and reading closely
• identifying the main ideas of informational text, determining
the essential elements that elaborate on those ideas, and
evaluating the texts for their clarity, simplicity, and coherence
as well as appropriateness of graphics and visual appeal
• identifying and analyzing explicit and implicit messages,
viewpoints, and concepts
• recognizing the use or abuse of rhetorical devices, ambiguity,
contradictions, paradox, irony, incongruities, overstatement,
and understatement in text, and explain their effect on the
reader
• identifying the ways in which a text’s organizational structure
and elements support or confound its purpose
• relating understanding of a range of texts to personal
experience, purposes, audience, and other texts
• identifying and analyzing persuasive techniques
• evaluating credibility, logic, truthfulness, trust, and validity
• differentiating fact from opinion; differentiating between
literal and figurative statements
• testing own ideas, values, and opinions against those of
characters in First Nations, Métis, Saskatchewan, Canadian,
and international texts
• recognizing and comprehending allusions and symbols
(including iconography) from various cultures
• constructing images based on text descriptions
• discussing meanings, ideas, language, and literary quality in
a range of First Nations, Métis, Saskatchewan, Canadian, and
international contemporary and historical texts

Outcomes Indicators
CR 20.4 continued • using note making and outlining to improve understanding of
texts
• paraphrasing and précising literary and informational texts.
e. Follow instructions and procedures in informational texts to
perform specific tasks, answer questions, or solve problems.
f. Read and demonstrate an understanding of the main ideas,
events, or themes of a variety of increasingly complex literary and
informational First Nations, Métis, Saskatchewan, Canadian, and
international texts (including stories, novels, essays, scripts, poetry,
research, procedures, websites, blogs, email, message boards);
identify and assess the author’s purpose, ideas, point of view, tone,
techniques, and overall theme or message.
g. Identify the interrelationships (such as cause-and-effect) between
and among ideas and concepts within the texts.
h. Read, analyze, and compare different points of view from First
Nations, Métis, Saskatchewan, Canadian, and international print
texts (literary and informational) about the same ideas, themes,
and issues.
i. Analyze the setting, plot, themes, characterization (including moral
dilemmas as revealed by characters’ motivation and behaviour),
and narration of classic and contemporary literary texts, and
consider what the texts suggest about the historical period in
which they were written.
j. Demonstrate knowledge of poetry (metre, rhyme scheme, rhythm,
alliteration, and other conventions).
k. Identify how elements of plays (e.g., soliloquy, direction, dialogue)
articulate a playwright’s vision.

Compose and Create (CC). Students will extend their abilities to speak, write, and use other forms of
representation to explore and present thoughts, feelings, and experiences in a variety of forms for a
variety of purposes and audiences.
Outcomes Indicators
CC 20.1 Create a range of a. Connect ideas, observations, opinions, and emotions to respond to
visual, multimedia, oral, and and create texts.
written texts to explore: b. Create spoken, written, multimedia, and other representations that
• identity (e.g., Relationships include:
with Family and Others); • a clear thesis
• social responsibility • accurate, appropriate, and convincing details to support the
(e.g., Evolving Roles and thesis
Responsibilities); and
• a style, voice, and format that is audience and purpose
• social action (agency)(e.g.,
appropriate
The Past and the Present).
• unity, coherence, and emphasis in a logical progression and
with logical support for ideas/thesis
• effective and clear organization patterns
• a valid and justifiable conclusion.
c. Write a research essay (approximately six to ten pages) building on
primary and secondary sources that:
• marshals evidence in support of a clear thesis statement and
related claims
• paraphrases and summarizes, with accuracy and fidelity, the
range of arguments and supports or refutes the thesis
• cites sources correctly and documents quotations, paraphrase,
and other information using standard format.
d. Conduct and present an extended inquiry/research based on a
topic of the course that:
• determines inquiry or research focus and parameters based
on personal knowledge and others’ expertise
• formulates and revises questions to focus inquiry or research
the topic and purpose
• explores group knowledge and strengths to determine
inquiry or research the topic, purpose, and procedures
• develops, uses, and adapts an inquiry or research plan
appropriate for content, audience, purpose, context, sources,
and procedures
• selects ideas and information from prior knowledge of the
inquiry or research topic appropriate for audience, purpose,
and personal perspective or focus

Outcomes Indicators
CC 20.1 continued • identifies and discusses the purpose and usefulness of
information sources relevant to the particular inquiry or
research needs
• evaluates how perspectives and biases influence the choice of
information sources for inquiry or research
• accesses information using a variety of tools, skills, and
sources to accomplish a particular purpose
• organizes and reorganizes information and ideas in a
variety of ways (including digital) for different purposes and
audiences
• summarizes and records information, ideas, and perspectives
from a variety of sources using a variety of means (e.g., digital);
documents sources accurately
• evaluates information for completeness, accuracy, currency,
historical context, relevance, and balance of perspectives
• explains self-knowledge acquired through inquiry and
explains the insights gained; explains the importance of new
understanding to self and others; assesses own inquiry and
research skills
• defines and narrows a problem or research topic
• gathers relevant information from a variety of print and digital
sources as well as from direct observation, interviews, and
surveys
• makes distinctions about the credibility, reliability,
consistency, strengths, and limitations of resources, including
information gathered from websites
• plans, by taking notes, creating informal outlines, and
researching, using a variety of means (e.g., digital)
• connects, shapes, and clarifies ideas and understanding
• selects and connects ideas from prior knowledge,
observations, and experiences
• identifies the need for additional information to supplement
prior knowledge, observations, and experiences.
e. Create a website (approximately six to ten pages) to inform and
foster social action regarding a local issue that:
• includes a user-friendly navigation scheme with no dead-end
pages
• provides clear site identification through design elements
• is in language and style appropriate for web content
• incorporates appropriate original graphics and multimedia
• is engaging and promotes positive user action.

Outcomes Indicators
CC 20.2 Create visual or a. Create and present visual and multimedia presentations that:
multimedia presentations
• exhibit logical structures appropriate to audience, purpose,
using dramatization or role-
and context
play, including a presentation
of an interview of a literary • have a central foci and strong messages
character (or author or • organize ideas in a logical and appropriate sequence
historical or contemporary • include smooth transitions
person) from a First Nations, • use a variety of forms and technologies such as sound,
Métis, Saskatchewan, photographs, graphics, models, and understand how ideas
Canadian, or international text. are communicated through elements of design such as
colour, shape, line, texture, and principles of design, including
proximity, alignment, repetition, and contrast
• provide logical and convincing conclusions.
during (page 24), and after (page 25) strategies to construct and
communicate meaning when representing.
c. Understand and apply the language cues and conventions (page
17) to construct and communicate meaning when representing.
d. Create and present a visual or multimedia presentation of an
interview with a literary character (or author or historical or
contemporary person) using dramatization or role-play:
Interviewer:
• obtain pertinent information from interviewee
• prepare questions that explore the character and his/her
conflicts
• ask relevant and open-ended questions
• reflect tactful wording.
Role-play:
• analyze situations and character from a scene, event, or story
• interview and stay in character
• bring the literary character to life.
e. Present information incorporating visual, audio-visual, and
dramatic aids to engage the intended audience and achieve the
purpose.
f. Use creative combinations of language, visuals, and sound in a
variety of texts to convey content and achieve effect.

Outcomes Indicators
CC 20.2 continued g. Use appropriate formats and documentation to present
information from a variety of sources.
h. Enhance presentations with graphics, charts, diagrams, audio,
models, dramatizations, or mnemonic devices (i.e., story bags).
i. Apply and adapt the principles of composition that vary among
cultures and traditions to create coherent media products that
have effective images, text, graphics, music, and/or sound effects,
and present a particular point of view on the topic using a
particular medium (e.g., presentation software, video).
j. Create a before and after representation or visual using photos,
print text, and other forms of media.
Outcomes Indicators
CC 20.3 Speak to present ideas a. Demonstrate flexibility in assuming a variety of group roles and
and information appropriately take responsibility for tasks that achieve group goals including:
in informal (including
• sticking to topic or focus and posing relevant questions
discussions and collaborative
work) and formal (including an • supporting ideas with examples and reasons
interview, a dramatic reading, • listening to the ideas of others and thinking about what they
and introducing and thanking are saying
a speaker) situations. • extracting essential information from others’ input
• building on the ideas of others and contributing relevant
information and ideas in group discussions
• getting the floor in respectful ways including the sharing
circle
• using questioning and paraphrasing to invite all group
members into the discussion
• defining individuals’ roles and responsibilities and setting
clear goals
• acknowledging the ideas and contributions of individuals in
the group
• understanding the purpose of the team project and ground
rules for decision making
• maintaining independence of judgment and offering dissent
courteously
• selecting a leader/spokesperson when necessary
• interacting purposefully, confidentially, and ethically in a
variety of situations
• evaluating and adjusting own roles to align with the group’s
purpose.

Outcomes Indicators
CC 20.3 continued b. Select, use, and evaluate critically a variety of before (page 23),
communicate meaning when speaking.
17) to construct and communicate meaning when speaking.
d. Prepare and present oral presentations that:
• exhibit a structure appropriate to the context, audience, and
purpose
• group related ideas and maintain a consistent focus
• include smooth transitions
• support judgments with sound evidence and well-chosen
details
• make skillful use of rhetorical devices
• provide a coherent conclusion
• employ appropriate eye contact (cognizant of cultural
variations and norms), speaking rate, volume, enunciation,
inflection and gestures to communicate ideas effectively.
e. Prepare and present an interview (real or imagined) with an
important person from history (First Nations, Métis, Saskatchewan,
Canadian, or international) that:
• shows evidence of background research before the interview
• includes evidence of pre-planning (including thoughtful
questions) about how to begin the interview, the purpose,
facts that will be used in middle, and what might be used to
conclude the interview
• asks open-ended questions that require more than yes/no
answers
• asks about the person’s place in history, as well as his/her
successes and failures
• lets the character speak in his/her true voice.
f. Introduce and thank a speaker and:
• tell who was speaking and why
• include a sketch of the speaker’s life, activities, interests, and
job/occupation as they relate to the speech topic
• provide appropriate information in a clearly organized
manner
• mention particular talents or experiences that would be of
interest to the audience

Outcomes Indicators
CC 20.3 continued • turn to the speaker to invite him/her to the podium by
repeating the speaker’s name
• establish goodwill toward the speaker
• show sincerity and enthusiasm
• use suitable language, clarity, tone, and volume, and maintain
effective postures.
g. Present a dramatic reading and:
• understand the text and prepare carefully
• rehearse thoroughly
• introduce the text by telling the title, the type of text, who
wrote it, and when, as well as something about the life and
times of the author
• make a brief statement of the theme and why the text was
chosen
• bring the text to life and convey what the author intended to
convey when the text was written
• deliver with expression and vigour, using vocal interpretation
and appropriate gestures, to make the meaning, feeling, or
mood clear.
h. Use oral language that is respectful and inclusive to help establish
and maintain relationships within the classroom, to collaborate to
get things done, and to value and support others.
i. Adapt oral presentations and the discussion to best suit the
audience and style.
j. Demonstrate an understanding of, and appreciation for, the role of
language in the organization and celebration of special events.
k. Give spoken instruction to help others perform specific tasks.
Outcomes Indicators
CC 20.4 Create a variety a. Create a variety of written communications using various elements
of written informational of discourse (e.g., purpose, speaker, audience, form), in narrative,
(including an essay of expository, persuasive, information, and/or descriptive texts that:
explanation of a process, • address audience needs, the stated purpose, and context
an application letter and
• provide an engaging introduction
résumé, and an argumentative
or a persuasive essay) and • develop a thesis
literary (including a reflective • create an organizing structure appropriate to the purpose,
or personal essay and an audience, and context
analysis of a literary text) • include relevant information and exclude extraneous
communications. information

Outcomes Indicators
CC 20.4 continued • provide facts and details, describing or analyzing the subject,
explaining benefits or limitations, comparing or contrasting,
or providing graphics or illustrations
• clarify and defend positions with relevant evidence, including
facts, expert opinions, quotations, and/or expressions of
commonly accepted beliefs and logical reasoning
• use a variety of rhetorical devices to support assertions (e.g.,
appeal to logic through reasoning, case study, and analogy)
• anticipate potential misunderstanding, problems, or mistakes
that might arise for the audience
• create drafts using standard forms and predictable structures
such as headings, white space, and graphics
• adopt a customary format (including proper salutation,
closing, and signature when writing a letter)
• provide a coherent conclusion.
communicate meaning when writing.
17) to construct and communicate meaning when writing.
d. Write an essay of explanation (e.g., a process, instructions) that:
• is informative with a clear focus and specific details
• demonstrates thorough understanding of the process of
written work and presents the work in manageable steps
(time order, numbered steps, and so on) and the correct order
• begins with an introduction that interests the reader
• includes thorough, detailed, clear information needed for the
reader to understand; examples and explanations directly
support focus
• concludes logically
• uses terms associated with the process accurately.
e. Write a letter of application and accompanying résumé that :
Letter:
• tailors letter to position or job and advertisement
• analyzes what he/she has to offer
• selects a standard letter format of one page
• uses the name and title of the person doing the hiring in the
inside address and salutation

Outcomes Indicators
CC 20.4 continued • explains the purpose for writing and the position applied for
in the first paragraph and lists two or three qualifications for
this position
• elaborates on the qualifications listed in the opening
paragraphs and adds evidence to support the claims of being
qualified in the second paragraph
• describes additional qualifications or experiences to
distinguish him/her from other possible candidates in the
third paragraph
• closes by mentioning the enclosed résumé and expresses
interest in an interview and availability
• signs letter
• does not repeat content of résumé
• reflects a confident, formal, but respectful tone.
Résumé:
• invites the recipient to read because of a clean, visually
appealing appearance
• uses a format appropriate for the position or job
• includes specific and necessary information (e.g., dates,
names, organizations, schools, special achievements, or
merits) and categories (e.g., name, address, and telephone
number; a summary of work experience, with the most recent
first; a summary of education in reverse chronological order;
other skills, training, awards, and interests; and at least three
references)
• demonstrates knowledge of the organization and company,
and targets the résumé to the specific position
• presents most relevant accomplishments, qualifications, and
strengths that help ensure he/she stands out from other
candidates.
f. Write an essay of argument/persuasion (or an editorial) that:
• states clearly a position about the current issue or problem
• supports the position with reasons, is persuasive, and offers
realistic solution
• provides support and answers/addresses any objection
• closes by restating the position, calling for action, or asking
reader to get involved
• ensures that facts are correct
• uses a persuasive voice that balances facts and feelings
• chooses inclusive and respectful language and qualifiers to
strengthen position.

Outcomes Indicators
CC 20.4 continued g. Write an essay of reflection (personal essay)/personal commentary
that:
• expresses a unique view of some aspect of life that is
important to the student
• introduces the topic and gives a personal view
• supports the writer’s viewpoint
• sums up the writer’s viewpoint in a thoughtful way (e.g., the
lesson that it teaches about life).
h. Write an analysis of a literary text (e.g., analyze a theme, characters,
and plot development) that:
• identifies the text, author, and focus of the analysis
• introduces (in the beginning of the text) and focuses on the
elements (e.g., plot, character, theme) being analyzed
• uses developing paragraphs to explain the elements using
examples from the text
• includes enough details to help readers understand the point
being made
• concludes by revisiting the focus of the analysis and
summarizing it
• shows a complete and careful analysis of the elements
• ensures that all the parts work together to create an insightful
essay.
i. Experiment with and explore a variety of written text forms (e.g.,
articles, radio dramatization, radio documentary, blog posting) and
techniques, and explain their appeal.
Assess and Reflect (AR). Students will extend their abilities to assess and reflect on their own language
skills; discuss the skills of effective viewers, listeners, readers, representers, speakers, and writers; and set
goals for future improvement.
Outcomes Indicators
AR 20.1 Assess own ability a. Develop goals and plans for improving personal language learning
to view, listen, read, speak, and use.
write, and use other forms of
b. Explain the importance (to self and others) of new understandings,
representing effectively.
skills, and strategies.
c. Evaluate own contributions to the group process and seek support
AR 20.2 Establish goals and where needed.
plans for personal language
d. Consider alternative ways of reaching goals and implement plans
learning based on self-
to achieve personal goals.
assessment of achievements,
needs, and interests. e. Celebrate special accomplishments.

Assessment and Evaluation of Student
Learning
Assessment and evaluation require thoughtful planning and
implementation to support the learning process and to inform
teaching. All assessment and evaluation of student achievement must
be based on the outcomes in the provincial curriculum.
Assessment involves the systematic collection of information about
student learning with respect to:
• achievement of provincial curricula outcomes
• effectiveness of teaching strategies employed
• student self-reflection on learning.
Evaluation compares assessment information against criteria based on
curriculum outcomes for the purpose of communicating to students,
teachers, parents/caregivers, and others about student progress, and
to make informed decisions about the teaching and learning process.
Reporting of student achievement must be based on the achievement
of curriculum outcomes.
Three interrelated purposes of assessment exist. Each type of
assessment, systematically implemented, contributes to an overall
picture of an individual student’s achievement.
Assessment for learning involves the use of information about
student progress to support and improve student learning, inform
instructional practices, and:
• is teacher-driven for student, teacher, and parent use
• occurs throughout the teaching and learning process, using a
variety of tools
• engages teachers in providing differentiated instruction, feedback
to students to enhance their learning, and information to parents
in support of learning.
Assessment as learning actively involves student reflection on
learning and monitoring her/his own progress and:
• supports the student in critically analyzing learning related to
curricular outcomes
• is student-driven with teacher guidance
• occurs throughout the learning process.
Assessment of learning involves teachers’ use of evidence of student
learning to make judgements about student achievement and:
• provides an opportunity to report evidence of achievement related
to curricular outcomes

• occurs at the end of a learning cycle using a variety of tools
• provides the foundation for discussions on placement or
promotion.
The following pages show a sample holistic and analytic rubric for
assessment and evaluation of the Comprehending and Responding,
Composing and Creating, and Assessing and Reflecting goals for
English language arts.

English Language Arts 20 Rubric – Comprehend and Respond
Comprehend and Respond (Viewing, Listening, and Reading)
Level 6 Level 5 Level 4 Level 3 Level 2 Level 1
Holistic
Comprehension and Response Overall
Comprehends Comprehends Comprehends Comprehends Comprehends Comprehends
almost all of what almost all of what most of what is the basic ideas of some of what is little or nothing
is viewed, listened is viewed, listened viewed, listened what is viewed, viewed, listened of what is viewed,
to, and read, and to, and read, and to, and read, and listened to, to, and read, and listened to,
demonstrates demonstrates demonstrates and read, and demonstrates and read, and
significant recall good recall adequate recall demonstrates inadequate demonstrates
and thorough and clear and an adequate limited recall recall or limited little or no recall or
and insightful understanding of understanding of and a general understanding of understanding of
understanding of ideas, information, ideas, information, understanding of ideas, information, ideas, information,
ideas, information, concepts, and/or concepts, and/or ideas, information, concepts, and/or concepts, and/or
concepts, and/or themes. themes. and/or themes. themes. themes.
themes.
Analytic Features
Comprehends Key Ideas and Supporting Details Presented in Text (both explicit and implicit)
Identifies the Identifies the Identifies most of Identifies some Identifies a few Identifies neither
overall message, overall message, the key ideas and of the key of the explicit the explicit nor
key ideas, and key ideas, and their supporting explicit ideas and main ideas and a implicit messages
their supporting their supporting details, and can some of the key few supporting in visual,
details, and details, and identify explicit supporting details details but cannot multimedia, oral,
can explain the can explain the and some of the but has difficulty identify the and printed texts.
relationship explicit and implicit messages identifying the implicit messages
between the implicit messages in visual, implicit messages in visual,
explicit and in visual, multimedia, oral, in visual, multimedia, oral,
implicit messages multimedia, oral, and printed texts. multimedia, oral, and printed texts.
in visual, and printed texts. and printed texts.
multimedia, oral,
and printed texts.
Recognizes Organization and Techniques Employed in Text (Cues and Conventions)

Explains in a Explains in a clear Explains in a Explains in a Explains in a Explains with
thorough and and thoughtful straightforward simple and vague and limited difficulty how
insightful way way how ideas and logical general way way how ideas ideas are
how ideas are organized way how ideas how ideas are are organized organized
are organized and how key are organized organized and and has limited and does not
and how key conventions and how key identifies how understanding of recognize how
conventions and elements/ conventions some of the how conventions conventions
and elements/ techniques and elements/ conventions and elements/ and elements/
techniques achieve a techniques and elements/ techniques are techniques are
achieve a particular effect in achieve particular techniques are used for effect in used for effect in
particular effect in visual, multimedia, effects in visual, used for effect in visual, multimedia, visual, multimedia,
visual, multimedia, oral, and print multimedia, oral, visual, multimedia, oral, and print oral, and print
oral, and print texts. and print texts. oral, and print texts. texts.
texts. texts.

Comprehend and Respond (Viewing, Listening, and Reading) continued
Responds to Text Providing Support from Text to Justify Response
Provides an Provides a Provides an Provides a general Provides a Provides an
insightful thoughtful adequate interpretation and simplistic inadequate
interpretation and interpretation and interpretation response to visual, and limited interpretation
response to visual, response to visual, and response multimedia, oral, interpretation and and response to
multimedia, oral, multimedia, oral, in a generalized and print texts, response to visual, visual, multimedia,
and print texts, and print texts, way to visual, and provides multimedia, oral, oral, and print
and provides and provides multimedia, oral, surface analysis and print texts, texts, and
an insightful thoughtful and print texts, and limited or and provides provides minimal
analysis and analysis and and provides obvious evidence limited analysis or irrelevant
strong evidence reasonable some analysis in supporting and little evidence analysis and
in supporting evidence in and relatively response. in supporting lacks evidence
response. supporting apparent evidence response. or chooses
response. in supporting inappropriate
response. evidence in
supporting
response.
Knows and Uses Strategies to Construct Meaning in Text

Demonstrates Demonstrates Demonstrates Demonstrates Demonstrates Demonstrates
a strong a good a satisfactory a general limited little or no
understanding understanding understanding knowledge of and knowledge of and knowledge of
and mastery of a of a repertoire of and uses with uses to varying uses in a limited and makes little
broad repertoire of strategies relative ease degrees (some way a few of the or no use of the
of appropriate and consistently the important well and others strategies needed strategies needed
strategies required uses most of the strategies needed less well) the to construct to construct
to construct strategies needed to construct strategies needed meaning (before, meaning (before,
meaning (before, to construct meaning (before, to construct during, and during, and
during, and meaning (before, during, and meaning (before, after) in visual, after) in visual,
after) in visual, during, and after) in visual, during, and multimedia, oral, multimedia, oral,
multimedia, oral, after) in visual, multimedia, oral, after) in visual, and print texts. and print texts.
and print texts. multimedia, oral, and print texts. multimedia, oral,
and print texts. and print texts.

Comprehend and Respond (Viewing, Listening, and Reading)
Reflects on and Assesses Comprehending and Responding Behaviours
Assess and Reflect (Goal 3)
Executes task - Feels confident Demonstrates Is able to use, Is able to use a few Requires repeated
relevant strategies using task- an awareness of with practise and key before, during, modelling of
before, during, relevant strategies a range of task- teacher support, and after viewing, before, during,
and after a before, during, relevant strategies some important listening, and and after viewing,
viewing, listening, and after a before, during, before, during, reading strategies listening, and
or reading task; viewing, listening, and after viewing, and after viewing, with teacher reading strategies,
monitors use or reading task listening, or listening, or direction but and requires
of strategies; in a variety of reading; senses a reading strategies. does not always continuous
explains which situations; utilizes comprehension benefit from the coaching on when
strategies are a repertoire breakdown and strategies or apply and how to use
being used and of strategies makes an effort to them to new tasks. them.
why; and models spontaneously correct it.
strategies for and switches
others. easily from one
to another as
determined
by needs; can
provide a reason
for chosen
strategy.
Identifies own Identifies own Uses a repertoire Understands Struggles to Requires

strengths and strengths of strategies the task and determine own continuous
learning targets; and possible but may have the necessary needs and to coaching and
explains what learning targets; difficulty strategies select appropriate prompting to
to do when uses strategies explaining but does not strategies; determine own
comprehending and aspects precisely the always deploy comprehension learning targets.
and responding; of the process strategies to the strategies problems may
explains own spontaneously others. when they are hinder responding
strategies for and can explain needed; may behaviours.
improvement. why. not alternate or
change strategies
smoothly for
comprehension
but can do so
with support;
responding
behaviours may
not be as well
developed.

English Language Arts 20 Rubric – Compose and Create
Compose and Create (Representing, Speaking, and Writing)
Level 6 Level 5 Level 4 Level 3 Level 2 Level 1
Holistic
Composition and Presentation Overall
The visual, The visual, The visual, The visual, The visual, The visual,
multimedia, multimedia, multimedia, multimedia, multimedia, multimedia,
oral, or written oral, or written oral, or written oral, or written oral, or written oral, or written
composition composition composition composition is composition is composition is
is original and is clear and is logical and satisfactory but limited and over- unfocused and
insightful. thoughtful. straightforward. unrefined. generalized. unclear.
Product is well- Product is fully Product is Product is Product Product is difficult

crafted, fully developed and adequately understandable demonstrates to follow. The
developed, and appropriate to developed, but uneven in its uneven/uncertain purpose is unclear,
appropriate to purpose and appropriate to development. control over the and/or the subject
purpose and audience. purpose, and Product maintains language elements may be off topic.
audience. shows some the purpose on relative to the
awareness of a basic level but purpose. Product
audience. may not show may not show
awareness of awareness of
audience. audience.
Planning is Planning is Planning identifies Planning shows Less than adequate Evidence of
evident and the evident and the main ideas. an awareness of planning results planning is
composition or composition purpose. in inconsistent absent.
presentation seems complete. development.
comes together as
a secure whole.
The student The student The student The student The student The composition
demonstrates effectively demonstrates shows a basic shows some shows an
confident control controls the control over control over control over the uncertain
of the language language the language the language language elements grasp of the
elements of elements and elements and elements and and techniques basic language
composition and techniques. techniques. techniques. but attempts at elements relative
presentation. variety result in to the purpose.
awkwardness Sentences are
and/or obscured incomplete, run-
meaning. on, or simple in
structure.
The few errors in The few Minor errors, Some of the errors Frequent Numerous
mechanics are mechanical errors though in mechanics mechanical mechanical
likely the result of do not impede noticeable, do not may impede errors impede and structural
risk taking. communication. impede audience understanding. understanding. errors impede
understanding. understanding.

Compose and Create (Representing, Speaking, and Writing) continued
Analytic Features
Message Content and Ideas
The message The message The message The message is The message is The message
is original and is clear and is clear and apparent but limited and over- is unclear and
insightful. thoughtful. straightforward. unrefined. generalized. unfocused.
It has a well- It has a clear It has a It has a limited It has an unclear It lacks focus
defined central focus, shows a recognizable focus focus and some focus and shows and shows
focus in keeping clear awareness and an awareness awareness of little awareness of no awareness
with audience of audience, and of audience. It audience. It audience. Ideas are of audience.
and purpose. It demonstrates demonstrates demonstrates a poorly developed, Ideas may be
demonstrates a logical a clear basic or uneven often rambling, elementary or
a deep understanding of understanding understanding and superficial. unclear. Few
understanding subject matter. of the subject of the subject Supporting supporting details
of the subject Supporting matter. Most ideas matter. Some details are vague, are included.
matter, and details are are correct and of the ideas inappropriate, or Details provided
supporting details relevant and supporting details are correct and incorrect in relation may be incorrect.
are engaging, appropriate for are appropriate supporting details to the intended
relevant, and the intended for the intended are adequate message.
appropriate for message. message. for the intended
the intended message.
message.
Organization and Coherence
The text shows The text shows The text shows The text shows The text shows The text shows
thoughtful sufficient predictable and acceptable limited and poor, unclear,
and coherent and logical straightforward but unrefined fragmented and unfocused
organization and organization and organization and organization and organization and organization and
development. development. development. development. development. development.
Text reflects Text is sufficiently Text is planned Text shows some Text shows little Text does not
careful and and logically and sufficient evidence of evidence of show evidence
considered planned. Key ideas are planning. The planning. The main of planning.
planning. All ideas ideas are clearly presented central idea is idea or focus is Determining main
are coherently developed coherently and not sufficiently unclear and poorly ideas or method
sequenced and and logically in an order or logically supported, with of development
fully developed. sequenced. that conveys a developed. few transitions. is difficult. Details
Transitions Transitions clear message. Transitions do The structure are unclear or
are used to clearly show Transitions are not always clearly fails to move the unrelated, with
create effective connections. used to show show basic audience through little evidence of
connections. The introduction connections. connections the text without any transitions.
The introduction provides a The introduction between ideas, some confusion. Reasoning is
clearly states direction for identifies the topic but the structure The introduction is difficult to follow.
the direction the text and or main idea. The moves the viewer, vague or unrelated The introduction
of the text. attempts to conclusion ends listener, and to the body. The is ineffective or
The conclusion capture the the text simply reader through conclusion is vague non-existent.
captures key ideas interest of the and predictably. the text without or does not relate to The conclusion is
thoughtfully and audience. The confusion. The key ideas from text. ineffective or non-
effectively to conclusion introduction is existent.
complete the text. captures key recognizable
ideas and but minimal. The
completes the conclusion is
text. recognizable but
not clearly related
to key ideas in
text.

Compose and Create (Representing, Speaking, and Writing) continued
Knows and Uses Strategies to Compose and Create New Texts (Compositions)
Demonstrates Demonstrates Demonstrates Demonstrates Demonstrates Demonstrates
understanding understanding of understanding some knowledge limited knowledge inadequate or
of and effectively and consistently of and uses with of and uses the of and uses some no knowledge of
controls the uses the relative ease basic strategies of the strategies and makes little
appropriate appropriate the important needed to needed to or no use of the
strategies required strategies strategies needed communicate communicate strategies needed
to communicate required to to communicate meaning (before, meaning (before, to communicate
meaning (before, communicate meaning (before, during, and during, and after) meaning (before,
during, and after) meaning (before, during, and after) after) when when creating during, and after)
when creating during, and when creating creating visual, visual, multimedia, when creating
visual, multimedia, after) when visual, multimedia, multimedia, oral, oral, and print texts. visual, multimedia,
oral, and print creating visual, oral, and print and print texts. oral, and print
texts. multimedia, oral, texts. texts.
and print texts.
Language Choices and Conventions (including Style) (Cues and Conventions)
The language The language is The language is The language is The language is The language
is purposefully clear, thoughtful, straightforward, acceptable but acceptable but is unclear,
well-chosen and and appropriate. and appropriate. unsophisticated. not appropriate inappropriate, or
well-used. for purpose or immature.
Appropriate Appropriate Appropriate
audience.
The language language register language register language register Language register
register used is is used. Tone and is used. Tone is used. Tone Language is inappropriate
appropriate to voice maintain and voice are and voice are register may not for audience or
audience and interest. A clear evident but not evident but not be appropriate purpose. Tone
purpose. Tone and point of view imaginative or imaginative or for audience or and voice are
voice consistently is employed. engaging. Point engaging. Point purpose. Tone and not established
maintain interest. Syntax is varied of view is not of view is not voice are evident or clear. Point of
A definite point and effective. consistently consistently but unclear and view may shift
of view is evident. Most sentences maintained. maintained. unimaginative. in a confusing
Syntax is varied are correct. Syntax generally is Syntax is generally Point of view may ways. Syntactical
and polished. Word choice correct with little correct with little not be appropriate and mechanical
Word choices is appropriate. variety in length variety in length to audience errors make the
show style Standard usage or structure. and structure. or purpose. message difficult
and efficiency. is employed. Common Common and Uncomplicated to understand.
Standard usage Spelling, sentence simple sentence sentence structures Sentences are
is employed with punctuation, and constructions are constructions/ usually are clear, incomplete,
exceptions used capitalization correct. Words patterns are but attempts at run-on, or simple
for stylistic effect. are substantially are conventional correct. Words more complicated in structure.
The text adheres correct. but somewhat are sometimes structures result Word choice
to accepted generalized. elementary or in awkwardness is immature.
standards Usage, spelling, vague. Some and/or obscured Words are
of spelling, punctuation, and errors are made meaning. Word vague, overused,
punctuation, and capitalization in paragraphing, choice often is or incorrect.
capitalization. Any are generally layout, usage, vague, overused, Errors in usage
errors are a result correct. Ideas are spelling, or incorrect. are frequent.
of risk taking. clear despite any capitalization, and Some errors in Many errors in
mechanical errors. punctuation. paragraphing, paragraphing,
layout, usage, layout, usage,
spelling, spelling,
punctuation, and punctuation, and
capitalization capitalization are
make the message evident.
difficult to
understand.

Reflection on and Personal Assessment of Composing and Creating Behaviours
Assess and Reflect (Goal 3)
Executes task- Feels confident Demonstrates Is able to use, Is able to use only Requires repeated
relevant strategies using task- an awareness with practise a few key before, modelling of
before, during, relevant strategies of a range of and teacher during, and after before, during,
and after a before, during, task-relevant support, some representing, and after
representing, and after a strategies before, important before, speaking, or representing,
speaking, or representing, during, and after during, and after writing strategies speaking, and
writing task; speaking, or representing, representing, without teacher writing strategies,
monitors use writing task speaking, or speaking, or direction but and requires
of strategies; in a variety of writing; uses only writing tasks. seldom may continuous
explains which situations; utilizes some strategies benefit from the coaching on
strategies are a repertoire appropriately strategies or apply when and how to
being used and of strategies or with them to new tasks. use them; lacks
why; models spontaneously. confidence and independence
strategies for independence. and strategies to
others. carry out task.
Identifies own Identifies own Understands Understands Struggles to Requires ongoing

strengths and strengths and the task and key the task and determine coaching and
learning targets; possible learning strategies needed the necessary own needs; prompting to
explains what targets; uses to complete the strategies but demonstrates few identify learning
to do when strategies and task successfully; does not always strengths. targets.
composing and aspects of the has strengths but deploy the
creating; explains process after not assurance. strategies when
own strategies for careful reflection. they are needed;
improvement. is developing
strengths.

Connections with Other Areas of Study
Many opportunities exist for connecting English Language Arts 20
with the learning that occurs in other areas of study. When making
such connections, however, teachers must be cautious not to lose the
integrity of the learning in any of the subjects. Making connections
between subject areas gives students experience with transferring
knowledge, skills, and strategies, and provides rich contexts in which
they are able to initiate, make sense of, and extend their learnings.
When students and teachers make connections between subject
areas, the possibilities for transdisciplinary inquiries and deeper
understanding arise.
All areas require students to apply their skills and strategies for
viewing, listening, and reading (Comprehend and Respond Goal). All
areas of study share the common interest of developing students’
abilities to communicate their learning through speaking, writing, and
other forms of representing (Compose and Create Goal). All areas of
study require students to develop their abilities to reflect upon their
knowledge, skills, and strategies (Assess and Reflect Goal). Students
should have many opportunities in each area of study to apply
authentically what they are learning in English Language Arts.
By identifying a common focus, topic, or theme to use as an organizer,
the outcomes from more than one subject area can be achieved and
students can make connections. An integrated unit must facilitate
students’ learning of the related disciplines and their understanding
of the conceptual connections. The unit must address each individual
subject area’s outcomes and ensure that the integrity of each outcome
from each area of study is maintained. If deep understanding is to
occur, the integrated, interdisciplinary instruction in a thematic,
inquiry, author/genre, or interdisciplinary unit cannot be based on
superficial or arbitrarily connected activities (Brophy & Alleman, 1991).
The outcomes and activities of one area of study must not be obscured
by the outcomes or activities of another area of study (Education
Review Office, 1996, p. 13).

Glossary
Agency is action producing an effect or change; agency involves the ability to act and to make choices.
Appreciation refers to an understanding of the form, content, and qualities of a literary or informational text.
Convention is an accepted practice or agreed-upon rule in spoken, written, or other representational language.
Cueing systems are sets of cues or clues built into the structure or patterns of language and communication
texts.
Discourse is a continuous stretch of communication longer than a sentence.
Genre is an identifiable category used to classify texts, usually by form, technique, or content (e.g., novel, non-
fiction book).
Grade-appropriate texts are oral, visual, multimedia (including electronic), and print texts designated as being
appropriate for shared, guided, and independent viewing, listening, and reading at a specific grade level. These
texts are intended to reflect curriculum outcomes at different levels of difficulty, in different genres, and from
different cultural and social perspectives.
Gradual release of responsibility (scaffolding) is instructional support that moves students in stages from a high
level of teacher support to independent practice.
Graphic organizer is a visual means of portraying the relationships between and among ideas (e.g., a Venn
diagram, a concept map).
Graphophonic cues and conventions refer to the sounds of speech (phonology) and how these sounds are
organized in patterns, pronounced, and graphically represented (spelled).
Indicators are representative of what students need to know and/or be able to do to achieve an outcome.
Indicators represent the breadth and the depth of the outcome. The list provided in the curriculum is not an
exhaustive list. Teachers may develop additional and/or alternative indicators, but those teacher-developed
indicators must be reflective of and consistent with the breadth and depth that is defined by the given indicators.
Inquiry involves students in some type of “research” on a specific topic, problem, or issue for learning and action.
Inquiry is a way of opening up spaces for students’ interests and involving students in as many different aspects
of a topic, problem, or issue as they can find.
Listening is attending to and getting meaning from what is listened to using cognitive processing including
associating ideas, organizing, imagining, and appreciating what is heard; the receptive form of oral language.
Literacy, in a contemporary view, is broader and more demanding than the traditional definitions that were
limited to the ability to read and write. Literacy now includes the capacity to accomplish a wide range of viewing,
listening, reading, representing, speaking, writing, and other language tasks associated with everyday life. It
is multimodal in that meaning can be represented and communicated through multiple channels – linguistic
(including print), visual, audio, and multimedia (including digital media).
Metacognition is the ability to think about and reflect on one’s own thinking and learning processes.
Multimedia texts use a combination of two or more media (i.e., audio, images, video, animation, graphics, print
text, digital applications). Multimedia texts can encompass interactive texts and complex interactive simulations.
Other cues and conventions associated with effective communication include handwriting, font choices,
graphics, illustrations, layout, and additional enhancements such as colour, sound, and movement.
Outcome is a statement of what students are expected to know, understand, and be able to do by the end of a
course in a particular area of study at a particular grade level. Outcomes are not optional.

Portfolio assessment is a compilation of evidence collected over time of a student’s learning. It demonstrates
the student’s efforts, progress, and achievement. A portfolio can be cumulative, working/developmental, or
showcase in nature.
Pragmatic cues and conventions refer to the style of language that is used in a given context and take into
consideration the communication purpose, situation, and audience. The pragmatic cueing system often is
considered to be the social aspect of language.
Questions for deeper understanding are questions that are thought provoking, probe a matter of considerable
importance, and require movement beyond present understanding and studying. They often lead to other
questions posed by students.
Reading is an interactive-constructive process in which readers comprehend, interpret, and respond to print text
using the cues and conventions of that text.
Register (language) is a socially defined variety of language such as conversational, informal, formal, frozen, or
slang.
Representing is conveying information or expressing oneself using verbal or written means as well as non-
verbal, visual means such as drawings, models, graphics, photography, dramatizations, videos, or physical
performances.
Rubrics offer criteria that describe student performance at various levels of proficiency. Rubrics provide
guidelines for judging quality and make expectations explicit. Holistic (yield a single score or rating) and analytic
(yield feedback on specific dimensions or features) rubrics can be used to judge the degree, understanding, or
proficiency revealed through students’ products or presentations.
Semantic, lexical, and morphological cues and conventions refer to the meaning and structure of words.
Skill is an acquired ability to perform well and proficiently.
Speaking is the act of communicating through oral language. It is the act of transmitting and exchanging
information, ideas, and experiences using oral language in formal and informal situations. Speech is the
expressive form of oral language.
Strand is one of the core elements of an integrated English language arts program. The six language strands
identified in this curriculum are viewing, listening, reading, representing, speaking, and writing.
Strategy is a systematic plan for solving a problem or executing a task.
Syntactical cues and conventions refer to the structure (word order) and parts of sentences, and the rules that
govern the sentences (e.g., subject-verb agreement).
Text is any form of communication, whether oral, written, visual, or multimedia (including digital media), that
constitutes a coherent, identifiable unit or artefact (e.g., poem, poster, conversation, model) with a definable
communicative function. It refers to printed communications in their varied forms; oral communicating including
conversations, speeches, and dramatizations; and visual communications such as illustrations, videos, and
computer displays.
Textual cues and conventions refer to the type or kind of text and the features that are associated with its
organization.
Theme is an overarching idea, question, or topic that provides a focus and frame for learning in the unit. The
theme acts as a unifying concept through which all the content, skills, strategies, materials, and actions for both
teachers and students can be organized.

Unit (an instructional unit) is a focused and organized block of time that helps students through a variety of
experiences, lessons, and texts. It is planned to help students achieve a set of outcomes for an area of study. A
unit is built around a theme or topic; in ELA, a unit includes a range of oral, visual, multimedia (including digital),
and print texts, and is built around questions for deeper understanding and issues that students want to learn
more about through research.
Viewing is attending to and getting meaning from communication conveyed by visual representation including
pictures, signs, videos, charts, drawings, diagrams, sculptures, mime, tableaux, drama/dances, and performances.
Writing is a recursive process of recording language graphically by hand, computer, or other means to explore
and communicate ideas, information, and experiences; the writing process consists of many aspects including
planning, drafting, revising, and publishing.

References
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Feedback Form
The Ministry of Education welcomes your response to this curriculum and invites you to complete and return this
feedback form.
English Language Arts 20 Curriculum
1. Please indicate your role in the learning community:
parent teacher resource teacher
guidance counsellor school administrator school board trustee
teacher librarian school community council member
other ___________________________________________________
What was your purpose for looking at or using this curriculum?
2. a) Please indicate which format(s) of the curriculum you used:
print
online
b) Please indicate which format(s) of the curriculum you prefer:
print
online
3. Please respond to each of the following statements by circling the applicable number.
The curriculum content is: Strongly Agree Agree Disagree Strongly

Disagree
appropriate for its intended purpose 1 2 3 4
suitable for your use 1 2 3 4
clear and well organized 1 2 3 4
visually appealing 1 2 3 4
informative 1 2 3 4
4. Explain which aspects you found to be:
most useful:
least useful:

5. Additional comments:
6. Optional:
Name: ______________________________________
School: ______________________________________
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Email: ______________________________________
Thank you for taking the time to provide this valuable feedback.
Please return the completed feedback form to:
Executive Director
Student Achievement and Supports Branch
Ministry of Education
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REGINA SK S4P 4V9
Fax: 306-787-2223

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2012

English Language Arts 20 iii

Michelle Batiuk Valerie Mulholland

Joanne Beach Michael Rothwell

Janet Dube Leslie Tivas

Carmen Holota Bob Turner

English Language Arts 20 v

Credit Allocations and Time Allotment

English Language Arts 20 1

Broad Areas of Learning

Sense of Self, Community, and Place

2 English Language Arts 20

Developing Identity and Interdependence

English Language Arts 20 3

K-12 Aim and Goals of English Language

Compose Language Arts

Practical and Applied Arts

4 English Language Arts 20

Questions Derived from the Aim and Goals

English Language Arts 20 5

Why Study English Language Arts?

An Effective English Language Arts

6 English Language Arts 20

English Language Arts 20 7

8 English Language Arts 20

Provides Meaningful Contexts that Address “Big

English Language Arts 20 9

Suggested Course Units/Modules for ELA 21

Units of Study Essential Aspects

10 English Language Arts 20

English Language Arts 20 11

12 English Language Arts 20

Critical Characteristics of Outcomes and Indicators

English Language Arts 20 13

14 English Language Arts 20

Prepared talk on a Prepared talk on a Interview Panel presentation Workshop

English Language Arts 20 15

16 English Language Arts 20

English Language Arts 20 17

18 English Language Arts 20

Ask Questions I want to know ….

Preview Text Title

Anticipate Message and I think that I will learn ….

Predict What Text Will Be About Because of the title, I think ….

Set Purpose I am viewing, listening to, reading this to ….

English Language Arts 20 19

20 English Language Arts 20

Reflect and Interpret (identify A question that I have is ….

Evaluate I like/do not like … because ….

Analyze Craft and Technique A “golden” line for me is ….

Respond Personally (giving My first reaction was ….

English Language Arts 20 21

22 English Language Arts 20

English Language Arts 20 23

Graphophonic Cues (sound- Did I spell each word correctly?

Confer with Others How do my peers and others respond to my drafts?

Reflect, Clarify, Self-monitor, Does this mean what I want it to mean?

24 English Language Arts 20

English Language Arts 20 25

Phone: Fax: