Strand A.

Literacy Connections Ontario Language Curriculum

And Applications Expectations, Grades 1 to 8, 2023

This strand focuses on students applying the seven transferable skills in language and literacy contexts, developing digital media literacy skills, applying language and literacy learning
in other contexts, and engaging with texts that foster understanding of diverse identities, experiences, perspectives, histories, and contributions. In all grades of the language program,
the learning related to this strand takes place in the context of learning related to Strand B, Foundations of Language; Strand C, Comprehension: Understanding and Responding to Texts;
and Strand D, Composition: Expressing Ideas and Creating Texts. Strand A should be assessed and evaluated within these contexts.

Throughout each grade, in connection with the learning in strands B to D, students will:

OVERALL EXPECTATION A1. Transferable Skills:

demonstrate an understanding of how the seven transferable skills (critical thinking and problem solving; innovation, creativity,
and entrepreneurship; self-directed learning; collaboration; communication; global citizenship and sustainability; and digital
literacy) are used in various language and literacy contexts

SPECIFIC EXPECTATIONS

Grades 1–3 Grades 4–6 Grades 7–8

Receptive and Expressive Communication

A1.1 identify how transferable skills can be used to A1.1 explain how transferable skills can be used to support A1.1 analyze and explain how transferable skills can be
support communication in various cultural, social, communication in various cultural, social, linguistic, and used to support communication in various cultural, social,
linguistic, and domain-specific contexts, and apply them domain-specific contexts, and apply them when reading, linguistic, and domain-specific contexts, and apply them
when reading, listening to, viewing, and creating texts of listening to, viewing, and creating texts of various forms when reading, listening to, viewing, and creating texts of
various forms various forms

Student Agency and Engagement

A1.2 demonstrate an understanding of how transferable A1.2 evaluate and explain how transferable skills help A1.2 evaluate and explain how transferable skills help
skills help them to express their voice and be engaged in them express their voice, be engaged in their learning, them to express their voice, be engaged in their learning,
their learning and plan the next steps to develop their capabilities and implement a plan to develop their capabilities
and potential and potential

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 OVERALL EXPECTATION A2. D igital Media Literacy:
demonstrate and apply the knowledge and skills needed to interact safely and responsibly in online environments, use digital
and media tools to construct knowledge, and demonstrate learning as critical consumers and creators of media

SPECIFIC EXPECTATIONS (continued)

Grades 1–3 Grades 4–6 Grades 7–8

Digital Citizenship

A2.1 demonstrate an understanding of their rights and A2.1 explain their rights and responsibilities when A2.1 evaluate and explain their rights and responsibilities
responsibilities when interacting online with appropriate interacting online with appropriate permission, and make when interacting online with appropriate permission,
permission, and make decisions that contribute positively decisions that contribute positively to the development and make decisions that contribute positively to the
to the development of their digital identity and those of their digital identity and those of their communities development of their digital identity and those of their
of their communities communities

Online Safety, Well-Being, and Etiquette

A2.2 demonstrate an understanding of how to navigate A2.2 demonstrate an understanding of how to navigate A2.2 demonstrate an understanding of how to navigate
online environments safely, manage their privacy, and online environments safely, manage their privacy and online environments safely, manage their privacy, personal
interact in a way that supports their well-being and that personal data, and interact in a way that supports data, and security, and interact in a way that supports
of others, including seeking appropriate permission their well-being and that of others, including seeking their well-being and that of others, including seeking
appropriate permission appropriate permission

Research and Information Literacy

A2.3 gather, evaluate, and use information, considering A2.3 gather, evaluate, and use information, considering A2.3 conduct research, considering accuracy, credibility,
various perspectives, to construct knowledge and validity, credibility, accuracy, and perspectives, to and perspectives, with a focus on misinformation,
demonstrate learning construct knowledge, create texts, and demonstrate disinformation, and curated information, to construct
learning knowledge, create texts, and demonstrate learning, while
respecting legal and ethical considerations

Forms, Conventions, and Techniques

A2.4 demonstrate an understanding of the forms, A2.4 demonstrate an understanding of the forms, A2.4 evaluate the use of the various forms, conventions,
conventions, and techniques of digital and media texts, conventions, and techniques of digital and media texts, and techniques of digital and media texts, consider the
and apply this understanding when analyzing texts consider the impact on the audience, and apply this impact on the audience, and apply this understanding
understanding when analyzing and creating texts when analyzing and creating texts

Media, Audience, and Production

A2.5 demonstrate an understanding of the A2.5 demonstrate an understanding of the A2.5 demonstrate an understanding of the
interrelationships between the form, message, and context interrelationships between the form, message, and context interrelationships between the form, message, and context
of a text, the audience, and the creator of texts, the intended audience, and the purpose for of texts, the intended and unintended audience, and the
production purpose for production

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 SPECIFIC EXPECTATIONS (continued)

Grades 1–3 Grades 4–6 Grades 7–8

Innovation and Design

A2.6 use digital and media tools to support stages of A2.6 select and use appropriate digital and media tools A2.6 select and use appropriate digital and media tools
the design process and to develop creative solutions to to support the design process and address authentic, to support the design process and address authentic,
authentic, real-world problems relevant, real-world problems by developing innovative relevant, real-world problems by developing and
solutions proposing innovative solutions

Community and Cultural Awareness

A2.7 communicate and collaborate with various A2.7 communicate and collaborate with various A2.7 communicate and collaborate with various
communities in a safe, respectful, responsible, and communities in a safe, respectful, responsible, and communities in a safe, respectful, responsible, and
inclusive manner when using online platforms and inclusive manner when using online platforms and inclusive manner when using online platforms and
environments, including digital and media tools, and environments, including digital and media tools, and environments, including digital and media tools, and
demonstrate cultural awareness with members of demonstrate cultural awareness with members of demonstrate and model cultural awareness with members
the community the community of the community

OVERALL EXPECTATION A3. A pplications, Connections, and Contributions:

apply language and literacy skills in cross-curricular and integrated learning, and demonstrate an understanding of, and make
connections to, diverse voices, experiences, perspectives, histories, and contributions, including those of First Nations, Métis,
and Inuit individuals, communities, groups, and nations

SPECIFIC EXPECTATIONS (continued)

Grades 1–3 Grades 4–6 Grades 7–8

Cross-Curricular and Integrated Learning

A3.1 apply the knowledge and skills developed in this A3.1 explain how the knowledge and skills developed A3.1 analyze and explain how the knowledge and skills
grade to support learning in various subject areas and in this grade support learning in various subject areas developed in this grade support learning in various subject
identify some ways this learning can be used in everyday and in everyday life, and describe how they enhance areas and in everyday life, and describe how they enhance
life understanding and communication understanding and communication

Identity and Community

A3.2 demonstrate an understanding of the contributions, A3.2 demonstrate an understanding of the historical A3.2 demonstrate an understanding of the historical
lived experiences, and perspectives of a diversity of contexts, contributions, lived experiences, and contexts, contributions, lived experiences, and
individuals and communities, including those in Canada, perspectives of a diversity of individuals and communities, perspectives of a diversity of individuals and communities,
by exploring the concepts of identity, self, and sense of including those in Canada, by exploring the concepts including those in Canada, by exploring and analyzing
belonging in culturally responsive and relevant texts of identity, self, and sense of belonging in a variety of the concepts of identity, self, and sense of belonging in a
culturally responsive and relevant texts variety of culturally responsive and relevant texts

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 SPECIFIC EXPECTATIONS (continued)

Grades 1–3 Grades 4–6 Grades 7–8

First Nations, Métis, and Inuit Perspectives and Ways of Knowing

A3.3 identify themes explored in First Nations, Métis, and A3.3 explain themes explored in First Nations, Métis, and A3.3 analyze themes explored in First Nations, Métis, and
Inuit cultures to demonstrate an understanding of the Inuit cultures to demonstrate an understanding of the Inuit cultures to demonstrate an understanding of the
varied identities, perspectives, relationships, legacies, varied identities, perspectives, relationships, legacies, varied identities, perspectives, relationships, legacies,
truths, and ways of knowing, being, and doing truths, and ways of knowing, being, and doing truths, and ways of knowing, being, and doing

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