Quebec Progression of Learning: Grade 1
Skills available for Quebec grade 1 English language arts objectives
Section
Print skill plan
Conventions of Written and Media Language
A The student understands and applies conventions of written language to express thoughts, ideas and information for a specific purpose and audience, in own reading and writing:
1 Grammar (sentence structure and syntax)
1 Grammar (sentence structure and syntax)
a: Writes sentences in an order that supports a main idea or story
a: Writes sentences in an order that supports a main idea or story
b: Uses linguistic structures and features to express thoughts, ideas and information for a specific purpose and audience:
b: Uses linguistic structures and features to express thoughts, ideas and information for a specific purpose and audience:
i: In simple sentences by using subject, verb, modifier
Subjects and predicates
Complete sentences
Subject-verb agreement
Adjectives
i: In simple sentences by using subject, verb, modifier
Subjects and predicates
Complete sentences
Subject-verb agreement
Adjectives
ii: In syntactic structures that carry meaning, (e.g. the structure of a question, an apology, a request)
ii: In syntactic structures that carry meaning, (e.g. the structure of a question, an apology, a request)
iii: In compound sentences by using prepositions, conjunctions, interjections
iii: In compound sentences by using prepositions, conjunctions, interjections
2 Usage Conventions (agreement and word choice)
2 Usage Conventions (agreement and word choice)
a: Uses vocabulary and/or terminology related to the type of writing
a: Uses vocabulary and/or terminology related to the type of writing
b: Uses consistent verb tenses and correct pronoun references
Subject-verb agreement
Personal pronouns
Possessive pronouns
To be verbs
Past tense
Present tense
Future tense
Past, present and future tense
Inflectional endings
b: Uses consistent verb tenses and correct pronoun references
Subject-verb agreement
Personal pronouns
Possessive pronouns
To be verbs
Past tense
Present tense
Future tense
Past, present and future tense
Inflectional endings
c: Selects words that convey the intended meaning and create a picture in the reader's mind
Adjectives
Synonyms and antonyms
Categories
Shades of meaning
Multiple-meaning words
Prefixes and suffixes
c: Selects words that convey the intended meaning and create a picture in the reader's mind
Adjectives
Synonyms and antonyms
Categories
Shades of meaning
Multiple-meaning words
Prefixes and suffixes
d: Uses literal and figurative language in a variety of ways (e.g. imitating, creating new words, rhyming)
d: Uses literal and figurative language in a variety of ways (e.g. imitating, creating new words, rhyming)
3 Mechanics (spelling, capitalization and punctuation)
3 Mechanics (spelling, capitalization and punctuation)
a: Capitalization
a: Capitalization
i: Applies capitalization rules: the first word in a sentence, proper nouns
i: Applies capitalization rules: the first word in a sentence, proper nouns
b: Punctuation
b: Punctuation
i: Applies end punctuation rules: period, question mark, exclamation point
i: Applies end punctuation rules: period, question mark, exclamation point
ii: Applies rules for commas: items in a series, greetings
ii: Applies rules for commas: items in a series, greetings
iii: Uses apostrophes to punctuate contractions and singular possessive
Possessives
Contractions
iii: Uses apostrophes to punctuate contractions and singular possessive
Possessives
Contractions
iv: Uses quotation marks to punctuate dialogue
iv: Uses quotation marks to punctuate dialogue
c: Spelling
c: Spelling
i: Uses conventions of writing: spacing between words and lines, consistent left-right and up-down orientation
i: Uses conventions of writing: spacing between words and lines, consistent left-right and up-down orientation
ii: Uses invented spelling by choosing letters on the basis of sound for unknown or challenging words, e.g. kaj (cage) or hows (house)
Blending and segmenting
Consonant sounds and letters
Consonant blends
Digraphs
Short vowels
Silent e
Vowel teams
R-controlled vowels
Diphthongs
Sight words
ii: Uses invented spelling by choosing letters on the basis of sound for unknown or challenging words, e.g. kaj (cage) or hows (house)
Blending and segmenting
Consonant sounds and letters
Consonant blends
Digraphs
Short vowels
Silent e
Vowel teams
R-controlled vowels
Diphthongs
Sight words
iii: Indicates words that are misspelled
iii: Indicates words that are misspelled
iv: Applies common spelling patterns/generalizations including: word families, regular plurals, prefixes, suffixes, irregular plurals, words ending in –y, doubling final consonant
Blends
Digraphs
Short and long vowels
R-controlled vowels
Diphthongs
Silent e
Regular plural nouns
Irregular plural nouns
Double final consonant
Inflectional endings
Syllables
iv: Applies common spelling patterns/generalizations including: word families, regular plurals, prefixes, suffixes, irregular plurals, words ending in –y, doubling final consonant
Blends
Digraphs
Short and long vowels
R-controlled vowels
Diphthongs
Silent e
Regular plural nouns
Irregular plural nouns
Double final consonant
Inflectional endings
Syllables
v: Uses resources to correct own spelling (e.g. environmental print, word lists, dictionaries, peers, spell check)
v: Uses resources to correct own spelling (e.g. environmental print, word lists, dictionaries, peers, spell check)
B The student interprets and uses some common conventions of media language to connote meaning(s)/message(s) in a specific context/situation:
1 Images (in photographs, drawings and illustrations):
1 Images (in photographs, drawings and illustrations):
a: Uses and interprets the visual element of color (e.g. dark reds and blacks in a picture book to show anger or fear)
a: Uses and interprets the visual element of color (e.g. dark reds and blacks in a picture book to show anger or fear)
Language-Learning Processes
A In a given context or situation, the student understands how to apply the stages of the reading process to read and interpret a text:
1 Prereading/Viewing
1 Prereading/Viewing
a: Understands the purpose for reading, listening to and/or viewing (e.g. for enjoyment, to learn something, to escape to new places, for instructions).
a: Understands the purpose for reading, listening to and/or viewing (e.g. for enjoyment, to learn something, to escape to new places, for instructions).
b: Uses prior knowledge (e.g. what s/he already knows about the topic, author, genre/text type)
b: Uses prior knowledge (e.g. what s/he already knows about the topic, author, genre/text type)
c: Previews the text (e.g. attends to the cover, dedication, title page and author's notes for clues that will add to understanding or enjoyment of the text)
c: Previews the text (e.g. attends to the cover, dedication, title page and author's notes for clues that will add to understanding or enjoyment of the text)
d: Uses knowledge of the genre/text type to be viewed/read: immersion into models of the text type to determine important structures and features of the text type, and how these contribute to meaning in the text (e.g. understands the structure and features of familiar text types such as main character, sequence of events in narratives [stories]; visual features in information-based texts)
d: Uses knowledge of the genre/text type to be viewed/read: immersion into models of the text type to determine important structures and features of the text type, and how these contribute to meaning in the text (e.g. understands the structure and features of familiar text types such as main character, sequence of events in narratives [stories]; visual features in information-based texts)
e: Builds needed background knowledge and experiences (e.g. of content, setting and/or author, in a variety of ways such as watching a documentary on a related topic, reading a picture book on a similar theme before reading a chapter book, using the Internet)
e: Builds needed background knowledge and experiences (e.g. of content, setting and/or author, in a variety of ways such as watching a documentary on a related topic, reading a picture book on a similar theme before reading a chapter book, using the Internet)
2 During Reading/Viewing
2 During Reading/Viewing
a: Makes explicit connections between own personal experiences and story experiences
a: Makes explicit connections between own personal experiences and story experiences
b: Applies knowledge of cueing systems to construct meaning
Short vowels
Long vowels
Silent e
Vowel teams
R-controlled vowels
Diphthongs
Inflectional endings
Sight words
Sentence types
Question words
Nouns
Common and proper nouns
Plural nouns
Possessive nouns
Action verbs
Past, present and future tense
Subject-verb agreement
Adjectives
Time-order words
Synonyms and antonyms
Categories
Shades of meaning
Multiple-meaning words
Context clues
Prefixes and suffixes
b: Applies knowledge of cueing systems to construct meaning
Short vowels
Long vowels
Silent e
Vowel teams
R-controlled vowels
Diphthongs
Inflectional endings
Sight words
Sentence types
Question words
Nouns
Common and proper nouns
Plural nouns
Possessive nouns
Action verbs
Past, present and future tense
Subject-verb agreement
Adjectives
Time-order words
Synonyms and antonyms
Categories
Shades of meaning
Multiple-meaning words
Context clues
Prefixes and suffixes
c: Uses a variety of reading strategies to make meaning of different text types
Context clues
Prefixes and suffixes
Comprehension strategies
c: Uses a variety of reading strategies to make meaning of different text types
Context clues
Prefixes and suffixes
Comprehension strategies
d: Relies on common structures and features of literary, popular and information-based texts to construct meaning (e.g. narrative structure: beginning, middle, end; or a feature such as dialogue)
d: Relies on common structures and features of literary, popular and information-based texts to construct meaning (e.g. narrative structure: beginning, middle, end; or a feature such as dialogue)
e: Relies on common structures and features of media texts to construct meaning
e: Relies on common structures and features of media texts to construct meaning
f: Recognizes the most common rhetorical conventions of information-based texts to build meaning, namely:
f: Recognizes the most common rhetorical conventions of information-based texts to build meaning, namely:
i: Description of ideas and concepts
i: Description of ideas and concepts
ii: Sequence/chronology
ii: Sequence/chronology
iii: Compare/contrast
iii: Compare/contrast
iv: Problem-solution
iv: Problem-solution
v: Cause-effect
v: Cause-effect
g: Uses the purpose for reading and clues in the text to determine important aspects of a text (e.g. nonfiction features that signal importance such as boldface print, italics)
g: Uses the purpose for reading and clues in the text to determine important aspects of a text (e.g. nonfiction features that signal importance such as boldface print, italics)
3 After Reading/Viewing: Interpreting the Text
3 After Reading/Viewing: Interpreting the Text
a: Constructs a personal response to the text (i.e. constructs meaning)
a: Constructs a personal response to the text (i.e. constructs meaning)
b: Uses details and evidence in the text to infer meaning(s)
b: Uses details and evidence in the text to infer meaning(s)
c: Integrates new information with what is already known to construct meaning
c: Integrates new information with what is already known to construct meaning
d: Uses evidence to distinguish between own thinking, values and beliefs and those presented in the text (e.g. figures out what values are important to a character)
d: Uses evidence to distinguish between own thinking, values and beliefs and those presented in the text (e.g. figures out what values are important to a character)
e: Uses other readers' interpretations to clarify and extend own ideas (e.g. discusses information, ideas and new insights with peers)
e: Uses other readers' interpretations to clarify and extend own ideas (e.g. discusses information, ideas and new insights with peers)
f: Understands that all spoken, written and media texts are constructed by people to appeal to a specific or target audience
f: Understands that all spoken, written and media texts are constructed by people to appeal to a specific or target audience
g: Understands that texts must be questioned, since they are constructed by people with specific purposes in mind:
g: Understands that texts must be questioned, since they are constructed by people with specific purposes in mind:
i: Determines the specific or target audience by selecting details from the text (e.g. a magazine ad all in pink is probably targeting girls)
i: Determines the specific or target audience by selecting details from the text (e.g. a magazine ad all in pink is probably targeting girls)
B In a given context or situation, the student understands how to apply stages of the writing process to write a text:
1 Prewriting:
1 Prewriting:
a: Understands the purpose for the writing (e.g., to entertain, to inform, to communicate)
a: Understands the purpose for the writing (e.g., to entertain, to inform, to communicate)
b: Selects topic and text type based on purpose and audience
b: Selects topic and text type based on purpose and audience
c: Examines models of text type through immersion into the text (e.g. features of text, strategies author used to craft the text)
c: Examines models of text type through immersion into the text (e.g. features of text, strategies author used to craft the text)
2 Drafting, i.e. initial version(s) of texts
2 Drafting, i.e. initial version(s) of texts
a: Writes to a specific familiar audience of family, friends and teacher
a: Writes to a specific familiar audience of family, friends and teacher
b: Writes to a specific wider audience on self-selected and assigned topics, issues and concerns
b: Writes to a specific wider audience on self-selected and assigned topics, issues and concerns
c: Uses a structure that fits the type of writing (e.g. letter format, narrative)
c: Uses a structure that fits the type of writing (e.g. letter format, narrative)
3 Revision, i.e. making changes to content of text and/or message and/or meaning
Adjectives
Comparative adjectives
Shades of meaning
3 Revision, i.e. making changes to content of text and/or message and/or meaning
Adjectives
Comparative adjectives
Shades of meaning
4 Editing, i.e. rearranging/re-ordering what has already been written and proofreading
Punctuation
Complete sentences
Sequence
Plural nouns
Possessive nouns
Personal pronouns
Possessive pronouns
Subject-verb agreement
Past tense
Present tense
Future tense
Past, present and future tense
To be verbs
Time-order words
Articles
Contractions
Conjunctions
Capitalization
4 Editing, i.e. rearranging/re-ordering what has already been written and proofreading
Punctuation
Complete sentences
Sequence
Plural nouns
Possessive nouns
Personal pronouns
Possessive pronouns
Subject-verb agreement
Past tense
Present tense
Future tense
Past, present and future tense
To be verbs
Time-order words
Articles
Contractions
Conjunctions
Capitalization
5 Publishing
5 Publishing
a: Selects personally significant pieces of writing to publish
a: Selects personally significant pieces of writing to publish
b: Selects layout and highlights relevant structures and features to enhance the presentation
b: Selects layout and highlights relevant structures and features to enhance the presentation
c: Feedback: seeks and provides throughout all stages of the writing process
c: Feedback: seeks and provides throughout all stages of the writing process
C In a given context or situation, the student, working within a team, applies all stages of the media production process to produce a text:
1 Preproduction
1 Preproduction
a: Understands the purpose for the production (e.g. to sell something, to influence the way people think, to give information, to entertain)
a: Understands the purpose for the production (e.g. to sell something, to influence the way people think, to give information, to entertain)
b: Selects text type depending on purpose, audience and context
b: Selects text type depending on purpose, audience and context
c: Examines models of text type to be produced through immersion into the type (e.g. unique features of a text, target audience, how message/meaning is communicated)
c: Examines models of text type to be produced through immersion into the type (e.g. unique features of a text, target audience, how message/meaning is communicated)
d: Drafts storyboard (i.e. a plan or representation of the project)
d: Drafts storyboard (i.e. a plan or representation of the project)
2 Production
2 Production
a: Uses prior knowledge of media text type from experiences with similar texts, immersion into text
a: Uses prior knowledge of media text type from experiences with similar texts, immersion into text
b: Uses images and/or print and/or sound to produce a familiar media text
b: Uses images and/or print and/or sound to produce a familiar media text
c: Uses storyboard and/or other planning resources to guide production of the text
c: Uses storyboard and/or other planning resources to guide production of the text
3 Postproduction
3 Postproduction
d: Presents text to intended audience
d: Presents text to intended audience