Prince Edward Island

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Skills available for Prince Edward Island 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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Prince Edward Island Curriculum: Grade 1 Prince Edward Island Curriculum: Grade 1
WNCP Common Curriculum Frameworks WNCP Common Curriculum Frameworks

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Reading and Viewing

4 Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts.
5 Students will be expected to interpret, select, and combine information using a variety of strategies, resources, and technologies.
- with assistance, interact with a variety of simple texts, as well as human and community resources
6 Students will be expected to respond personally to a range of texts.
- respond personally to texts in a variety of ways
- express opinions about texts and the work of authors and illustrators
  - Complete the fact and opinion sentences (2-AA.1)
7 Students will be expected to respond critically to a range of texts, applying their knowledge of language, form, and genre.
- recognize some basic types of texts
- recognize some basic components of texts such as author, illustrator, and title
  - Identify book parts and features (K-S.1)
- begin to ask questions of text
  - Who, what, when, where or why? (1-FF.7)
- begin to develop an understanding and respect for diversity

Writing and Other Ways of Representing

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.
- understand that print carries a message
- use writing and other forms of representing to convey meaning
  - Identify the purpose of a text (2-S.1)
9 Students will be expected to create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes.
- create written and media texts using some familiar forms
  - Put the sentences in order (1-OO.3)
- demonstrate a beginning awareness of audience and purpose
  - Choose the text that matches the writer's purpose (2-Z.1)
- begin to consider readers'/ listeners'/ viewers' questions/comments about their work
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.
- begin to develop strategies for prewriting, drafting, revising, editing, and presenting, e.g.
  - use drawing and talking as ways to rehearse for writing
  - take risks with temporary spelling as a strategy for getting ideas on paper
  - confer with others, respond orally to comments, and begin to add on
  - use simple editing strategies such as adding more letters to one or two words, or putting in periods
  - share writing and other representations with others in a variety of ways
- use some conventions of written language
  - use drawings, letters, and approximations to record meaning
  - develop the concept of directionality
  - establish one-to-one correspondence between spoken and written words
  - begin to use spacing between words
    - Choose the sentence that is spaced correctly (K-C.2)
  - write complete sentences
  - experiment with punctuation
    - Choose the right end mark (1-FF.5)
  - understand that letters can be written in upper and lower case forms
  - use letters to represent the predominant sounds in words
  - begin to spell some words conventionally
- demonstrate engagement with writing and other forms of representation
  - choose to write when given a choice of activities
  - take risks to express self in writing
  - sustain engagement in writing and other forms of representation
  - write in play situations
  - engage in writing and representing activities every day
  - share writing and other representations willingly with others
- with assistance, begin to use technology in writing and other forms of representing
  - use a tape recorder to tape a completed piece of writing, an oral retelling, or a dramatization
  - use a drawing program/simple word processing program to create illustrations for a group story or to draw a picture and write a caption
- with assistance, engage in the research process to construct and communicate meaning
  - interact with a variety of simple texts, as well as human and community resources
  - record information in simple ways
  - share information with others in a variety of ways

Prince Edward Island

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Reading and Viewing

4 Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts.

regard reading/viewing as sources of interest, enjoyment, and information

understand basic concepts of print including directionality, word, space, letter, and sound

select, with teacher assistance, texts appropriate to their interests and learning needs

engage in reading or reading-like behaviour as they experience a variety of literature

use, with support, the various cueing systems and a variety of strategies to construct meaning from text

use meaning cues to predict, confirm/self-correct

use knowledge of oral language patterns to predict, confirm/self-correct

begin to use knowledge of sound-symbol relationships as one reading cue

begin to match one-to-one spoken to printed word

begin to recognize some high frequency sight words

5 Students will be expected to interpret, select, and combine information using a variety of strategies, resources, and technologies.

with assistance, interact with a variety of simple texts, as well as human and community resources

6 Students will be expected to respond personally to a range of texts.

respond personally to texts in a variety of ways

express opinions about texts and the work of authors and illustrators

7 Students will be expected to respond critically to a range of texts, applying their knowledge of language, form, and genre.

recognize some basic types of texts

recognize some basic components of texts such as author, illustrator, and title

begin to ask questions of text

begin to develop an understanding and respect for diversity

Writing and Other Ways of Representing

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.

understand that print carries a message

use writing and other forms of representing to convey meaning

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

create written and media texts using some familiar forms

demonstrate a beginning awareness of audience and purpose

begin to consider readers'/ listeners'/ viewers' questions/comments about their work

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.

begin to develop strategies for prewriting, drafting, revising, editing, and presenting, e.g.

use drawing and talking as ways to rehearse for writing

take risks with temporary spelling as a strategy for getting ideas on paper

confer with others, respond orally to comments, and begin to add on

use simple editing strategies such as adding more letters to one or two words, or putting in periods

share writing and other representations with others in a variety of ways

use some conventions of written language

use drawings, letters, and approximations to record meaning

develop the concept of directionality

establish one-to-one correspondence between spoken and written words

begin to use spacing between words

write complete sentences

experiment with punctuation

understand that letters can be written in upper and lower case forms

use letters to represent the predominant sounds in words

begin to spell some words conventionally

demonstrate engagement with writing and other forms of representation

choose to write when given a choice of activities

take risks to express self in writing

sustain engagement in writing and other forms of representation

write in play situations

engage in writing and representing activities every day

share writing and other representations willingly with others

with assistance, begin to use technology in writing and other forms of representing

use a tape recorder to tape a completed piece of writing, an oral retelling, or a dramatization

use a drawing program/simple word processing program to create illustrations for a group story or to draw a picture and write a caption

with assistance, engage in the research process to construct and communicate meaning

interact with a variety of simple texts, as well as human and community resources

record information in simple ways

share information with others in a variety of ways