Grade 1： Students are expected to understand the structure of a story such as setting, character, and events. They will learn the strategies of reading, oral, writing and, metacognitive. Language features, structures, and conventions are included.
Grade2：Students are expected to understand the concept of story structure, advance literary vocabularies, and a basic understanding of how text and visuals are displayed, text related vocabularies such as page, author etc.… Student will be able to retell a story in their own word, improve their writing abilities by using proper punctuation, how to edit their writing. They will also be focusing on oral skills such as the tone, volume and gesture.
Grade3: Student will be able to Read fluently, Use sources of information and prior knowledge to understand different types of paragraphs. Engage actively as listeners, viewers, and readers, as appropriate, to develop understanding of self, identity, and community. Have a deeper understanding of the structure and elements of story. Student will also gain the knowledge of First Peoples culture and oral traditions. Writing skills will be also improved by Exchange ideas and perspectives to build shared understanding, develop and apply expanding word knowledge.
Grade4：In this stage, students are capable to comprehend and analysis the charts and text. Consider different purposes, audiences, and perspectives in exploring texts. They are required to learn how to apply a variety of thinking skills and gain meaning from texts while responding to text in personal ways. Beside enhancing their literary elements, they are also required to Demonstrate awareness and Identify oral tradition in First Peoples cultures. Use language in creative and playful ways are included.
Grade5: In this stage, students are expected to generalize a point of view from accessing variety of information and ideas. They are required to apply variety of thinking skills such as considering alternative viewpoints and developing explanations. Explaining the role of language in personal, social, and cultural identity are include. They will be beginning to question the author’s viewpoint and intent; stating opinions with supporting reasons and explanations; using a variety of methods to respond. Identify how story in First Peoples cultures connects people to land. In writing, students are able to identifying opinions and viewpoints, asking clarifying questions, collaborating in large- and small-group activities, building on others’ ideas, disagreeing respectfully, and transform ideas and information to create original texts.
Grade6：students are able to access information and ideas for diverse purposes and from a variety of sources and evaluate their relevance, accuracy and reliability. They are expected to build understanding by synthesizing ideas from a variety of sources by recognizing and appreciating how different features, forms, and genres of texts reflects different purposes. Also, students are expected to recognize and appreciate different feature, forms and genres of text. They will start understanding how literary elements, techniques, and devices enhance and shape meaning. They need to be recognized and appreciated the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view. For writing part, they will be exchanging ideas and viewpoints to build shared understanding and extend thinking. Assess and refine texts to improve their clarity, effectiveness, and impact according to purpose, audience, and message are included.
Grade 7: Students are capable to use different evidence to support argument while using variety of information and evaluate their relevance, accuracy and reliability. Student will know the importance of narrative to a story. They will also learn some reading strategies such as using contextual clues, predicting and previewing the text, they will know how to develop paragraphs that are characterized by unity, development, and coherence, common practices in all standard punctuation use, in capitalization, and in Canadian spelling mandatory.