Nova Scotia

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Skills available for Nova Scotia grade 1 English language arts curriculum

Objectives are in black and IXL English language arts skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practise that skill.

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Nova Scotia Curriculum: Reading and Viewing Nova Scotia Curriculum: Reading and Viewing
Nova Scotia Curriculum: Writing and Representing Nova Scotia Curriculum: Writing and Representing
Nova Scotia Curriculum (2012): Reading and Viewing Nova Scotia Curriculum (2012): Reading and Viewing
Nova Scotia Curriculum (2012): Writing and Other Ways of Representing Nova Scotia Curriculum (2012): Writing and Other Ways of Representing
WNCP Common Curriculum Frameworks WNCP Common Curriculum Frameworks

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8 Students will be expected to use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imaginations.

8.1 use writing and other forms of representing for a variety of functions
- to ask questions
- to generate and organize ideas
  - Sort words into categories (1-Y.1)
- to express feelings, opinions, and imaginative ideas
- to inform/communicate information
- to record experiences
- to explore learning
8.2 begin to develop, with assistance, some ways to make their own notes (e.g., webs, story maps, point-form notes)
8.3 begin to experiment with language choices in imaginative writing and other ways of representing

9 Students will be expected to create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes.

9.1 use a variety of familiar text forms and other media (messages, letters, lists, recounts, stories, poems, records of observations, role-plays, Readers Theatre)
9.2 demonstrate some awareness of audience and purpose
- choose particular forms for specific audiences and purposes
- realize that work to be shared with an audience needs editing
9.3 consider their readers'/viewers'/listeners' questions/comments and begin to use such responses to assess and extend their learning

10 Students will be expected to use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness.

10.1 develop strategies for prewriting, drafting, revising, editing/proofreading, and presenting/publishing
- use prewriting strategies, such as drawing, talking, and reflecting
- use appropriate drafting strategies for getting ideas on paper (taking risks by using temporary spelling or by exploring various forms, writing freely with a focus on getting ideas on paper, composing simple text using a word processor)
- use simple revision strategies to create a meaningful message (e.g., adding on, crossing out, starting to insert information)
- use simple editing strategies (e.g., making some simple corrections in spelling and punctuation—capitals, periods; circling and correcting a few misspelled words; using beginning dictionaries or class-made word lists as resources for spelling)
- use a variety of techniques for publishing/presenting sharing writing/representing with the class or another class, publishing on-line, submitting work to school/district anthology or magazine
10.2 use some conventions of written language
- use conventional spacing between words
- use an increasing number of letters to represent sounds (most vowel and consonant sounds represented)
- use an increasing number of words spelled conventionally
- use simple sentence structures
- attempt to use punctuation (periods, question marks, exclamation marks)
- use capital letters for proper names, pronoun "I," and sentence beginnings
  - Capitalize the names of people and pets (1-QQ.1)
  - Capitalize sentences and the pronoun "I" (1-QQ.3)
10.3 demonstrate engagement with the creation of pieces of writing and other representations
- engage in writing and representing activities every day
- sustain engagement in writing and other forms of representation (drawing, role-play, plasticine art, collage, etc.)
- choose to write independently during free choice time
- share writing and other representations with others and seek response
- contribute during shared writing activities
- contribute observations/information to classroom records of field trips, science experiments, etc.
10.4 with assistance, experiment with technology in writing and other forms of representing
- use a tape recorder to record choral readings, dramatizations, retellings, or finished pieces of writing
- create illustrations/drawings with a computer graphics/drawing program
- compose simple text (and begin to revise and edit) with a word processing program
- share writing/representations on-line
10.5 select, organize, and combine, with assistance, relevant information to construct and communicate meaning
- interact with resources (print, non-print, or human) to answer their own questions or learning needs
- with assistance, develop strategies for making and organizing notes
- create a new product
- share their information in a variety of simple ways

Nova Scotia

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Actions

8 Students will be expected to use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imaginations.

8.1 use writing and other forms of representing for a variety of functions

to ask questions

to generate and organize ideas

to express feelings, opinions, and imaginative ideas

to inform/communicate information

to record experiences

to explore learning

8.2 begin to develop, with assistance, some ways to make their own notes (e.g., webs, story maps, point-form notes)

8.3 begin to experiment with language choices in imaginative writing and other ways of representing

9 Students will be expected to create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes.

9.1 use a variety of familiar text forms and other media (messages, letters, lists, recounts, stories, poems, records of observations, role-plays, Readers Theatre)

9.2 demonstrate some awareness of audience and purpose

choose particular forms for specific audiences and purposes

realize that work to be shared with an audience needs editing

9.3 consider their readers'/viewers'/listeners' questions/comments and begin to use such responses to assess and extend their learning

10 Students will be expected to use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness.

10.1 develop strategies for prewriting, drafting, revising, editing/proofreading, and presenting/publishing

use prewriting strategies, such as drawing, talking, and reflecting

use appropriate drafting strategies for getting ideas on paper (taking risks by using temporary spelling or by exploring various forms, writing freely with a focus on getting ideas on paper, composing simple text using a word processor)

use simple revision strategies to create a meaningful message (e.g., adding on, crossing out, starting to insert information)

use simple editing strategies (e.g., making some simple corrections in spelling and punctuation—capitals, periods; circling and correcting a few misspelled words; using beginning dictionaries or class-made word lists as resources for spelling)

use a variety of techniques for publishing/presenting sharing writing/representing with the class or another class, publishing on-line, submitting work to school/district anthology or magazine

10.2 use some conventions of written language

use conventional spacing between words

use an increasing number of letters to represent sounds (most vowel and consonant sounds represented)

use an increasing number of words spelled conventionally

use simple sentence structures

attempt to use punctuation (periods, question marks, exclamation marks)

use capital letters for proper names, pronoun "I," and sentence beginnings

10.3 demonstrate engagement with the creation of pieces of writing and other representations

engage in writing and representing activities every day

sustain engagement in writing and other forms of representation (drawing, role-play, plasticine art, collage, etc.)

choose to write independently during free choice time

share writing and other representations with others and seek response

contribute during shared writing activities

contribute observations/information to classroom records of field trips, science experiments, etc.

10.4 with assistance, experiment with technology in writing and other forms of representing

use a tape recorder to record choral readings, dramatizations, retellings, or finished pieces of writing

create illustrations/drawings with a computer graphics/drawing program

compose simple text (and begin to revise and edit) with a word processing program

share writing/representations on-line

10.5 select, organize, and combine, with assistance, relevant information to construct and communicate meaning

interact with resources (print, non-print, or human) to answer their own questions or learning needs

with assistance, develop strategies for making and organizing notes

create a new product

share their information in a variety of simple ways