Ontario Curriculum (adopted in 2023): Grade 1
Skills available for Ontario grade 1 English language arts objectives
Strand
Print skill plan
A
Literacy Connections and Applications
A1 Transferable Skills
A1.1 identify how transferable skills can be used to support communication in various cultural, social, linguistic, and domain-specific contexts, and apply them when reading, listening to, viewing, and creating texts of various forms
A1.1 identify how transferable skills can be used to support communication in various cultural, social, linguistic, and domain-specific contexts, and apply them when reading, listening to, viewing, and creating texts of various forms
A1.2 demonstrate an understanding of how transferable skills help them to express their voice and be engaged in their learning
A1.2 demonstrate an understanding of how transferable skills help them to express their voice and be engaged in their learning
A2 Digital Media Literacy
A2.1 demonstrate an understanding of their rights and responsibilities when interacting online with appropriate permission, and make decisions that contribute positively to the development of their digital identity and those of their communities
A2.1 demonstrate an understanding of their rights and responsibilities when interacting online with appropriate permission, and make decisions that contribute positively to the development of their digital identity and those of their communities
A2.2 demonstrate an understanding of how to navigate online environments safely, manage their privacy, and interact in a way that supports their well-being and that of others, including seeking appropriate permission
A2.2 demonstrate an understanding of how to navigate online environments safely, manage their privacy, and interact in a way that supports their well-being and that of others, including seeking appropriate permission
A2.3 gather, evaluate, and use information, considering various perspectives, to construct knowledge and demonstrate learning
A2.3 gather, evaluate, and use information, considering various perspectives, to construct knowledge and demonstrate learning
A2.4 demonstrate an understanding of the forms, conventions, and techniques of digital and media texts, and apply this understanding when analyzing texts
A2.4 demonstrate an understanding of the forms, conventions, and techniques of digital and media texts, and apply this understanding when analyzing texts
A2.5 demonstrate an understanding of the interrelationships between the form, message, and context of a text, the audience, and the creator
A2.5 demonstrate an understanding of the interrelationships between the form, message, and context of a text, the audience, and the creator
A2.6 use digital and media tools to support stages of the design process and to develop creative solutions to authentic, real-world problems
A2.6 use digital and media tools to support stages of the design process and to develop creative solutions to authentic, real-world problems
A2.7 communicate and collaborate with various communities in a safe, respectful, responsible, and inclusive manner when using online platforms and environments, including digital and media tools, and demonstrate cultural awareness with members of the community
A2.7 communicate and collaborate with various communities in a safe, respectful, responsible, and inclusive manner when using online platforms and environments, including digital and media tools, and demonstrate cultural awareness with members of the community
A3 Applications, Connections, and Contributions
A3.1 apply the knowledge and skills developed in this grade to support learning in various subject areas and identify some ways this learning can be used in everyday life
A3.1 apply the knowledge and skills developed in this grade to support learning in various subject areas and identify some ways this learning can be used in everyday life
A3.2 demonstrate an understanding of the contributions, lived experiences, and perspectives of a diversity of individuals and communities, including those in Canada, by exploring the concepts of identity, self, and sense of belonging in culturally responsive and relevant texts
A3.2 demonstrate an understanding of the contributions, lived experiences, and perspectives of a diversity of individuals and communities, including those in Canada, by exploring the concepts of identity, self, and sense of belonging in culturally responsive and relevant texts
A3.3 identify themes explored in First Nations, Métis, and Inuit cultures to demonstrate an understanding of the varied identities, perspectives, relationships, legacies, truths, and ways of knowing, being, and doing
A3.3 identify themes explored in First Nations, Métis, and Inuit cultures to demonstrate an understanding of the varied identities, perspectives, relationships, legacies, truths, and ways of knowing, being, and doing
B
Foundations of Language
B1 Oral and Non-Verbal Communication
B1.1 use effective listening skills, including listening attentively and asking relevant questions, in formal and informal contexts, including conversations and classroom activities
B1.1 use effective listening skills, including listening attentively and asking relevant questions, in formal and informal contexts, including conversations and classroom activities
B1.2 identify and use listening strategies before, during, and after listening to comprehend information communicated orally and non-verbally
B1.2 identify and use listening strategies before, during, and after listening to comprehend information communicated orally and non-verbally
B1.3 identify the purpose and audience for speaking in formal and informal contexts, and use appropriate speaking strategies, including taking turns, understanding when to speak, and knowing how much to say, to communicate clearly and coherently
B1.3 identify the purpose and audience for speaking in formal and informal contexts, and use appropriate speaking strategies, including taking turns, understanding when to speak, and knowing how much to say, to communicate clearly and coherently
B1.4 identify and use oral and non-verbal communication strategies, including expression, gestures, and body language, to interpret or contribute to the meaning of messages
B1.4 identify and use oral and non-verbal communication strategies, including expression, gestures, and body language, to interpret or contribute to the meaning of messages
B1.5 use appropriate word choice, including new vocabulary, grammar, and cohesive phrases and sentences when speaking and communicating ideas
B1.5 use appropriate word choice, including new vocabulary, grammar, and cohesive phrases and sentences when speaking and communicating ideas
B2 Language Foundations for Reading and Writing
B2.1 use understanding of the sound structure of spoken words to orally isolate, blend, and segment phonemes, from simple structures with two phonemes to structures with more phonemes
Blending and segmenting
Consonant sounds
Long vowels
Syllables
B2.1 use understanding of the sound structure of spoken words to orally isolate, blend, and segment phonemes, from simple structures with two phonemes to structures with more phonemes
Blending and segmenting
Consonant sounds
Long vowels
Syllables
B2.2 name and form the upper- and lowercase letters both in and out of order and demonstrate knowledge of alphabetic order, with automaticity
B2.2 name and form the upper- and lowercase letters both in and out of order and demonstrate knowledge of alphabetic order, with automaticity
B2.3 identify, read, and spell most common grapheme-phoneme correspondences of consonants and vowels, with automaticity
Consonants and vowels
Consonant blends
Consonant digraphs
Short a
Short e
Short i
Short o
Short u
Short vowels
Silent e
Vowel teams
Short and long vowel patterns
R-controlled vowels
Diphthongs
B2.3 identify, read, and spell most common grapheme-phoneme correspondences of consonants and vowels, with automaticity
Consonants and vowels
Consonant blends
Consonant digraphs
Short a
Short e
Short i
Short o
Short u
Short vowels
Silent e
Vowel teams
Short and long vowel patterns
R-controlled vowels
Diphthongs
B2.4 use phonics knowledge and phonemic blending to read words, and phonemic segmentation to spell phonetically regular words, in isolation and various text contexts
Blending and segmenting
Consonant blends and digraphs
Short a
Short e
Short i
Short o
Short u
Short vowels
Silent e
Two-syllable words
B2.4 use phonics knowledge and phonemic blending to read words, and phonemic segmentation to spell phonetically regular words, in isolation and various text contexts
Blending and segmenting
Consonant blends and digraphs
Short a
Short e
Short i
Short o
Short u
Short vowels
Silent e
Two-syllable words
B2.5 use developing orthographic knowledge, including position-based tendencies, to make a spelling choice or accurately pronounce a word when reading
Short and long vowels
Double consonants
Plural nouns
Vowel teams
Diphthongs
B2.5 use developing orthographic knowledge, including position-based tendencies, to make a spelling choice or accurately pronounce a word when reading
Short and long vowels
Double consonants
Plural nouns
Vowel teams
Diphthongs
B2.6 use developing knowledge of the meanings of words and common morphemes (i.e., bases, prefixes, and suffixes) to read and spell words
Prefixes and suffixes
Past tense
Inflectional endings
Plural nouns
Comparative adjectives
Sight words
B2.6 use developing knowledge of the meanings of words and common morphemes (i.e., bases, prefixes, and suffixes) to read and spell words
Prefixes and suffixes
Past tense
Inflectional endings
Plural nouns
Comparative adjectives
Sight words
B2.7 demonstrate an understanding of commonly used words, acquire and use explicitly taught vocabulary in various contexts, including other subject areas, and use their developing morphological knowledge to analyze and understand new words in context
Categories
Synonyms and antonyms
Multiple-meaning words
Shades of meaning
Context clues
Prefixes and suffixes
B2.7 demonstrate an understanding of commonly used words, acquire and use explicitly taught vocabulary in various contexts, including other subject areas, and use their developing morphological knowledge to analyze and understand new words in context
Categories
Synonyms and antonyms
Multiple-meaning words
Shades of meaning
Context clues
Prefixes and suffixes
B2.8 read simple words, short sentences, and paragraphs in a variety of texts fluently, with accuracy and appropriate pacing to support comprehension, and read aloud with expression
B2.8 read simple words, short sentences, and paragraphs in a variety of texts fluently, with accuracy and appropriate pacing to support comprehension, and read aloud with expression
B3 Language Conventions for Reading and Writing
B3.1 identify and construct simple and compound sentences, including declarative, imperative, interrogative, and exclamatory sentences
Complete sentences
Sentence types
B3.1 identify and construct simple and compound sentences, including declarative, imperative, interrogative, and exclamatory sentences
Complete sentences
Sentence types
B3.2 demonstrate an understanding of the functions of parts of speech in sentences, including common singular and plural nouns, using the pronoun "I", the past, present, and future verb tenses, common adjectives and adverbs, and common conjunctions, and use this knowledge to support comprehension and communicate meaning clearly
Nouns
Common and proper nouns
Plural nouns
Action verbs
Subject-verb agreement
Verb tense
Conjunctions
B3.2 demonstrate an understanding of the functions of parts of speech in sentences, including common singular and plural nouns, using the pronoun "I", the past, present, and future verb tenses, common adjectives and adverbs, and common conjunctions, and use this knowledge to support comprehension and communicate meaning clearly
Nouns
Common and proper nouns
Plural nouns
Action verbs
Subject-verb agreement
Verb tense
Conjunctions
B3.3 use their understanding of the meaning and function of capitalization and punctuation to communicate meaning clearly, including the use of a capital letter at the beginning of a sentence and the appropriate punctuation mark at the end
Punctuation
Complete sentences
Capitalization
B3.3 use their understanding of the meaning and function of capitalization and punctuation to communicate meaning clearly, including the use of a capital letter at the beginning of a sentence and the appropriate punctuation mark at the end
Punctuation
Complete sentences
Capitalization
C
Comprehension: Understanding and Responding to Texts
C1 Knowledge about Texts
C1.1 read and comprehend short, simple texts, using knowledge of words, grammar, cohesive ties, sentence structures, and background knowledge
C1.1 read and comprehend short, simple texts, using knowledge of words, grammar, cohesive ties, sentence structures, and background knowledge
C1.2 identify simple literary and informational text forms and their associated genres
C1.2 identify simple literary and informational text forms and their associated genres
C1.3 identify some text patterns, such as sequencing and chronological order, and text features, including illustrations, symbols, and titles, associated with various text forms, and explain how they help readers, listeners, and viewers understand the meaning
C1.3 identify some text patterns, such as sequencing and chronological order, and text features, including illustrations, symbols, and titles, associated with various text forms, and explain how they help readers, listeners, and viewers understand the meaning
C1.4 demonstrate an understanding of the relationship between simple illustrations, images, and graphics and the text
C1.4 demonstrate an understanding of the relationship between simple illustrations, images, and graphics and the text
C1.5 identify some simple elements of style in texts, including voice, word choice, word patterns, and sentence structure, and describe how they help communicate meaning
Characters
Adjectives
Comparative and superlative adjectives
C1.5 identify some simple elements of style in texts, including voice, word choice, word patterns, and sentence structure, and describe how they help communicate meaning
Characters
Adjectives
Comparative and superlative adjectives
C1.6 identify the narrator's point of view in a variety of texts, and suggest an alternative point of view to tell the story
C1.6 identify the narrator's point of view in a variety of texts, and suggest an alternative point of view to tell the story
C1.7 read, listen to, and view various forms of texts by diverse First Nations, Métis, and Inuit creators to demonstrate understanding of various aspects of First Nations, Métis, and Inuit histories, cultures, relationships, communities, groups, nations, and lived experiences
C1.7 read, listen to, and view various forms of texts by diverse First Nations, Métis, and Inuit creators to demonstrate understanding of various aspects of First Nations, Métis, and Inuit histories, cultures, relationships, communities, groups, nations, and lived experiences
C2 Comprehension Strategies
C2.1 activate prior knowledge, including knowledge gained from personal and text experiences, that they can use to understand the topics of new texts
C2.1 activate prior knowledge, including knowledge gained from personal and text experiences, that they can use to understand the topics of new texts
C2.2 identify purposes for engaging with texts, including enjoyment or finding information
C2.2 identify purposes for engaging with texts, including enjoyment or finding information
C2.3 make predictions using background knowledge, text features, and evidence from the text
C2.3 make predictions using background knowledge, text features, and evidence from the text
C2.4 use strategies such as rereading, visualizing, and asking questions, to monitor their understanding of simple texts
C2.4 use strategies such as rereading, visualizing, and asking questions, to monitor their understanding of simple texts
C2.5 identify connections between ideas expressed in simple texts and their knowledges and lived experiences, the ideas in other familiar texts, and the world around them
C2.5 identify connections between ideas expressed in simple texts and their knowledges and lived experiences, the ideas in other familiar texts, and the world around them
C2.6 identify important information in a simple text, including the main idea
C2.6 identify important information in a simple text, including the main idea
C2.7 identify strategies, such as activating prior knowledge and visualizing, that have helped them comprehend texts
C2.7 identify strategies, such as activating prior knowledge and visualizing, that have helped them comprehend texts
C3 Critical Thinking in Literacy
C3.1 identify simple literary devices, including rhyme, alliteration, and onomatopoeia, and describe how they help communicate meaning
C3.1 identify simple literary devices, including rhyme, alliteration, and onomatopoeia, and describe how they help communicate meaning
C3.2 make simple inferences, using stated and implied information and ideas, to understand simple texts
C3.2 make simple inferences, using stated and implied information and ideas, to understand simple texts
C3.3 analyze simple texts, including literary and informational texts, by identifying and sequencing important information and events
C3.3 analyze simple texts, including literary and informational texts, by identifying and sequencing important information and events
C3.4 identify some cultural elements represented in various texts, including symbols and values, and explain how these elements contribute to the meaning
C3.4 identify some cultural elements represented in various texts, including symbols and values, and explain how these elements contribute to the meaning
C3.5 identify explicit and implicit perspectives communicated in a text, and describe how these perspectives could influence an audience
C3.5 identify explicit and implicit perspectives communicated in a text, and describe how these perspectives could influence an audience
C3.6 express personal thoughts and feelings about ideas presented in texts, such as ideas about diversity, inclusion, and accessibility
C3.6 express personal thoughts and feelings about ideas presented in texts, such as ideas about diversity, inclusion, and accessibility
C3.7 identify some ways in which texts created by First Nations, Métis, and Inuit individuals, communities, groups, or nations communicate about historical periods, cultural experiences, and events, and how they relate to current lived experiences
C3.7 identify some ways in which texts created by First Nations, Métis, and Inuit individuals, communities, groups, or nations communicate about historical periods, cultural experiences, and events, and how they relate to current lived experiences
C3.8 identify thinking skills that helped them understand simple texts
C3.8 identify thinking skills that helped them understand simple texts
D
Composition: Expressing Ideas and Creating Texts
D1 Developing Ideas and Organizing Content
D1.1 identify the topic, purpose, and audience for various simple texts they plan to create
D1.1 identify the topic, purpose, and audience for various simple texts they plan to create
D1.2 generate ideas about given and chosen topics, using simple strategies and drawing on various resources, including their own lived experiences, and learning from other subject areas
D1.2 generate ideas about given and chosen topics, using simple strategies and drawing on various resources, including their own lived experiences, and learning from other subject areas
D1.3 gather information and content relevant to a topic, using a single source
D1.3 gather information and content relevant to a topic, using a single source
D1.4 sort and sequence ideas and information, taking into account the text form and genre to be used
D1.4 sort and sequence ideas and information, taking into account the text form and genre to be used
D1.5 identify the strategies that helped them to develop ideas for texts
D1.5 identify the strategies that helped them to develop ideas for texts
D2 Creating Texts
D2.1 draft short, simple texts of various forms and genres, including personal narratives, persuasive texts, and procedural texts, using a variety of media, tools, and strategies
D2.1 draft short, simple texts of various forms and genres, including personal narratives, persuasive texts, and procedural texts, using a variety of media, tools, and strategies
D2.2 print letters and words with appropriate formation patterns, size, placement, and spacing
D2.2 print letters and words with appropriate formation patterns, size, placement, and spacing
D2.3 demonstrate a personal voice in their texts, with a focus on using words that express their thoughts, feelings, and opinions about the topic
D2.3 demonstrate a personal voice in their texts, with a focus on using words that express their thoughts, feelings, and opinions about the topic
D2.4 identify the point of view, including first person, used in their texts
D2.4 identify the point of view, including first person, used in their texts
D2.5 make simple edits to draft texts, such as changes to capitalization, punctuation, and spelling
Capitalization
Punctuation
Spelling
D2.5 make simple edits to draft texts, such as changes to capitalization, punctuation, and spelling
Capitalization
Punctuation
Spelling
D3 Publishing, Presenting, and Reflecting
D3.1 produce final texts, using simple techniques, to achieve the intended effect
D3.1 produce final texts, using simple techniques, to achieve the intended effect
D3.2 present the texts they have created using appropriate strategies, including by reading aloud with expression
D3.2 present the texts they have created using appropriate strategies, including by reading aloud with expression
D3.3 identify a strategy they found helpful when presenting texts
D3.3 identify a strategy they found helpful when presenting texts