THE ONTARIO CURRICULUM
GRADES 1–8
Language
2023
This file is an extract and may not reflect or represent the full Ontario
Curriculum.
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Extract 1
PDF versions of a curriculum include the following information from the Curriculum
and Resources website:
the Program Planning and Assessment and Evaluation sections of the
Curriculum and Resources website that apply to all Ontario curriculum,
Grades 1–12;
the Curriculum Context that is specific to a discipline;
the strands of the curriculum; and
glossaries and appendices as applicable.
The Ontario Curriculum Grades 1–8: Language, 2023
This curriculum policy replaces The Ontario Curriculum, Grades 1–8: Language,
2006. Beginning in September 2023, all language programs for Grades 1 to 8 will be
based on the expectations outlined in this curriculum policy.
Version History:
Version Date Description
June 20, 2023 Revised curriculum issued
Program Planning and Assessment and Evaluation Content
Last updated: June 2023
This content is part of official issued curriculum providing the most up-to-date
information (i.e., front matter). This content is applicable to all curriculum
documents, Grades 1 to 12. Educators must consider this information to guide the
implementation of curriculum and in creating the environment in which it is taught.
Extract 2
This curriculum policy replaces The Ontario Curriculum, Grades 1–8: Language,
2006. Beginning in September 2023, all language programs for Grades 1 to 8 will be
based on the expectations outlined in this curriculum policy.
Extract 3
Contents
Language, Grade 5..................................................................................................... 5
Expectations by strand............................................................................................ 5
A. Literacy Connections and Applications................................................................5
B. Foundations of Language.................................................................................... 7
C. Comprehension: Understanding and Responding to Texts................................10
D. Composition: Expressing Ideas and Creating Texts..........................................13
Information for parents......................................................................................... 15
Une publication équivalente est disponible en français sous le titre suivant : Le
curriculum de l’Ontario de la 1re à la 8e année – Français (2023)
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Language, Grade 5
Expectations by strand
A. Literacy Connections and Applications
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.
Overall expectations
Throughout Grade 5, in connection with the learning in strands B to D, students will:
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
Throughout Grade 5, in connection with the learning in strands B to D, students will:
Receptive and Expressive Communication
A1.1 explain how transferable skills can be used to support communication in
various cultural, social, linguistic, and domain-specific contexts, and apply them
when reading, listening to, viewing, and creating texts of various forms
Student Agency and Engagement
A1.2 explain how transferable skills help them to express their voice, be engaged in
their learning, and plan the next steps to develop their capabilities and potential
Extract 5
A2. Digital 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
Throughout Grade 5, in connection with the learning in strands B to D, students will:
Digital Citizenship
A2.1 explain their rights and responsibilities when interacting online with
appropriate permission, and make decisions that contribute positively to the
development of their digital identity and those of their communities
Online Safety, Well-Being, and Etiquette
A2.2 demonstrate an understanding of how to navigate online environments safely,
manage their privacy and personal data, and interact in a way that supports their
well-being and that of others, including seeking appropriate permission
Research and Information Literacy
A2.3 gather, evaluate, and use information, considering validity, credibility,
accuracy, and perspectives, to construct knowledge, create texts, and demonstrate
learning
Forms, Conventions, and Techniques
A2.4 demonstrate an understanding of the forms, conventions, and techniques of
digital and media texts, consider the impact on the audience, and apply this
understanding when analyzing and creating texts
Media, Audience, and Production
A2.5 demonstrate an understanding of the interrelationships between the form,
message, and context of texts, the intended audience, and the purpose for
production
Innovation and Design
A2.6 select and use appropriate digital and media tools to support the design
process and address authentic, relevant, real-world problems by developing
innovative solutions
Community and Cultural Awareness
A2.7 communicate and collaborate with various communities in a safe, respectful,
responsible, and inclusive manner when using online platforms and environments,
including digital and media tools, and demonstrate cultural awareness with
members of the community
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A3. Applications, 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
Throughout Grade 5, in connection with the learning in strands B to D, students will:
Cross-Curricular and Integrated Learning
A3.1 explain how the knowledge and skills developed in this grade support learning
in various subject areas and in everyday life, and describe how they enhance
understanding and communication
Identity and Community
A3.2 demonstrate an understanding of the historical contexts, contributions, lived
experiences, and perspectives of a diversity of individuals and communities,
including those in Canada, by exploring the concepts of identity, self, and sense of
belonging in a variety of culturally responsive and relevant texts
First Nations, Métis, and Inuit Perspectives and Ways of
Knowing
A3.3 explain themes explored in First Nations, Métis, and Inuit cultures to
demonstrate an understanding of the varied identities, perspectives, relationships,
legacies, truths, and ways of knowing, being, and doing
B. Foundations of Language
Overall expectations
By the end of Grade 5, students will:
B1. Oral and Non-Verbal Communication
apply listening, speaking, and non-verbal communication skills and strategies to
understand and communicate meaning in formal and informal contexts and for
various purposes and audiences
Specific expectations
By the end of Grade 5, students will:
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Effective Listening Skills
B1.1 use effective listening skills, including expressing interest in what is being said
at appropriate times, asking questions to encourage a speaker to elaborate, and
responding to the contributions of others in group discussions, in formal and
informal contexts and for various purposes
Listening Strategies for Comprehension
B1.2 select and use a variety of listening strategies before, during, and after
listening to comprehend information and messages communicated orally and non-
verbally, determine the purpose of a text, construct meaning, seek clarification, and
develop an appropriate response
Speaking Purposes and Strategies
B1.3 identify the purpose and audience for speaking in formal and informal
contexts, and use appropriate speaking strategies, including paraphrasing and
restating, to communicate clearly and coherently
Oral and Non-Verbal Communication Strategies
B1.4 identify and use oral and non-verbal communication strategies, including
expression, gestures, and body language, and explain how these strategies help
them understand or communicate ideas and meaning
Word Choice, Syntax, and Grammar in Oral
Communication
B1.5 use appropriate word choice, including new vocabulary, varied adjectives and
adverbs to elaborate, a variety of sentence types, and cohesive sentences during
formal and informal communication, to support audience comprehension
B2. Language Foundations for Reading and Writing
demonstrate an understanding of foundational language knowledge and skills, and
apply this understanding when reading and writing
Specific expectations
By the end of Grade 5, students will:
Word-Level Reading and Spelling: Using Morphological
Knowledge
B2.1 use generalized knowledge of the meanings of words and morphemes (i.e.,
bases, prefixes, and suffixes) to read and spell words with accuracy and
automaticity
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Vocabulary
B2.2 demonstrate an understanding of a variety of words, acquire and use explicitly
taught vocabulary in various contexts, including other subject areas, and use
generalized morphological knowledge to analyze and understand new words in
context
Reading Fluency: Accuracy, Rate, and Prosody
B2.3 read a variety of texts fluently, with accuracy and appropriate pacing to
support comprehension, and when reading aloud, adjust expression and intonation
according to the purpose of reading
B3. Language Conventions for Reading and Writing
demonstrate an understanding of sentence structure, grammar, cohesive ties, and
capitalization and punctuation, and apply this knowledge when reading and writing
sentences, paragraphs, and a variety of texts
Specific expectations
By the end of Grade 5, students will:
i
For an at-a-glance view of the
mandatory learning across grades,
see Appendix B: Language
Conventions Continuum for Reading
and Writing, Grades 1–9, Overall
Expectation B3.
Syntax and Sentence Structure
B3.1 identify and construct various sentence types and forms, including compound-
complex sentences, and correct sentence fragments and run-on sentences
Grammar
B3.2 demonstrate an understanding of the functions of parts of speech in
sentences, including direct objects for nouns, intensive and reflexive pronouns,
proper adjectives, and correlative conjunctions, and use this knowledge to support
comprehension and communicate meaning clearly
Capitalization and Punctuation
B3.3 use their understanding of the meaning and function of capitalization and
punctuation to communicate meaning clearly and coherently, including the use of
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commas to set off advanced phrases or clauses such as appositives and participles,
and colons for introducing a list after a complete sentence
C. Comprehension: Understanding and Responding to
Texts
Overall expectations
By the end of Grade 5, students will:
C1. Knowledge about Texts
apply foundational knowledge and skills to understand a variety of texts, including
digital and media texts, by creators with diverse identities, perspectives, and
experience, and demonstrate an understanding of the patterns, features, and
elements of style associated with various text forms and genres
Specific expectations
By the end of Grade 5, students will:
Using Foundational Knowledge and Skills to Comprehend
Texts
C1.1 read and comprehend various texts, using knowledge of words, grammar,
cohesive ties, sentence structures, and background knowledge
Text Forms and Genres
C1.2 describe some characteristics of various text forms and genres, including
cultural text forms, and explain how they help communicate meaning
Text Patterns and Features
C1.3 identify text patterns, such as cause and effect in a persuasive text, and text
features, such as a preface and glossary, associated with various text forms,
including cultural texts, and explain how they help readers, listeners, and viewers
understand the meaning
Visual Elements of Texts
C1.4 explain how images, graphics, and visual design create, communicate, and
contribute to meaning in a variety of texts
Elements of Style
C1.5 describe various elements of style in texts, including voice, word choice, word
patterns, and sentence structure, and analyze how each element helps create
meaning and is appropriate for the text form and genre
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Point of View
C1.6 identify the narrator’s point of view, including first, second, or third person, in
a variety of texts, and describe the advantages and disadvantages of the approach
used in each story
Indigenous Context of Various Text Forms
C1.7 read, listen to, and view various forms of texts by diverse First Nations, Métis,
and Inuit creators to make meaning through Indigenous Storywork about First
Nations, Métis, and Inuit histories, cultures, relationships, communities, groups,
nations, and lived experiences
C2. Comprehension Strategies
apply comprehension strategies before, during, and after reading, listening to, and
viewing a variety of texts, including digital and media texts, by creators with diverse
identities, perspectives, and experience, in order to understand and clarify the
meaning of texts
Specific expectations
By the end of Grade 5, students will:
Prereading: Activating Prior Knowledge
C2.1 identify and explain prior knowledge from various sources, including personal
experiences, that they can use to make connections and understand new texts
Prereading: Identifying the Purpose for Reading,
Listening, and Viewing
C2.2 identify a variety of purposes for engaging with texts, and select texts from
diverse creators that are suitable for the purposes
Monitoring of Understanding: Making and Confirming
Predictions
C2.3 make predictions using background knowledge, text features, and evidence
from the text, and pose questions to check whether their predictions were correct
Monitoring of Understanding: Ongoing Comprehension
Check
C2.4 use strategies such as adjusting reading rate, visualizing, reading ahead,
asking questions, and consulting references and other texts or sources of
information, to monitor and confirm their understanding of various texts
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Monitoring of Understanding: Making Connections
C2.5 describe how the ideas expressed in texts connect to their knowledges and
lived experiences, the ideas in other texts, and the world around them
Summarizing: Identifying Relevant Information and
Drawing Conclusions
C2.6 summarize the main idea of a text and the supporting details in sequence, and
draw a well-supported conclusion
Reflecting on Learning
C2.7 explain how strategies such as visualizing, making predictions, summarizing,
and connecting to their experiences have helped them comprehend various texts
C3. Critical Thinking in Literacy
apply critical thinking skills to deepen understanding of texts, and analyze how
various perspectives and topics are communicated and addressed in a variety of
texts, including digital, media, and cultural texts
Specific expectations
By the end of Grade 5, students will:
Literary Devices
C3.1 describe literary devices, including imagery and humour, in a variety of texts,
and explain how they help create meaning and are appropriate for the intended
purpose and audience
Making Inferences
C3.2 make local and global inferences, using explicit and implicit evidence, to
extend their understanding of various texts
Analyzing Texts
C3.3 analyze various texts, including literary and informational texts, by identifying
main and supporting ideas, sequencing the events of multiple plots, recording
relevant information, and explaining cause and effect
Analyzing Cultural Elements of Texts
C3.4 identify cultural elements that are represented in various texts, including,
norms, values, artifacts, sports, and music, investigate the meanings of these
elements, and make connections to their lived experience and culture
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Perspectives within Texts
C3.5 identify explicit and implicit perspectives communicated in various texts,
explain how these perspectives are conveyed, give some evidence of any biases the
texts may contain, and suggest how such biases could influence an audience
Analysis and Response
C3.6 explain how various topics, such as diversity, inclusion, and accessibility, are
addressed in texts, and describe what insights or messages are conveyed
Indigenous Contexts
C3.7 explain how texts created by First Nations, Métis, and Inuit individuals,
communities, groups, or nations are influenced by historical periods, cultural
experiences, and events, and how they relate to current lived experiences
Reflecting on Learning
C3.8 identify the critical thinking skills they used to analyze and evaluate various
texts, and explain how these skills have helped them better understand the texts
D. Composition: Expressing Ideas and Creating Texts
Overall expectations
By the end of Grade 5, students will:
D1. Developing Ideas and Organizing Content
plan, develop ideas, gather information, and organize content for creating texts of
various forms, including digital and media texts, on a variety of topics
Specific expectations
By the end of Grade 5, students will:
Purpose and Audience
D1.1 identify the topic, purpose, and audience for various texts they plan to create,
and explain why the chosen text form, genre, and medium suit the purpose and
audience and how they will help communicate the intended meaning
Developing Ideas
D1.2 generate and develop ideas and details about various topics, such as topics
related to diversity, equity, and inclusion and to other subject areas, using a variety
of strategies, and drawing on various resources, including their own lived
experiences
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Research
D1.3 gather and record information and content relevant to a topic, using multiple
textual sources; verify the reliability of sources, using simple criteria; and record the
creator and source of all content created by others
Organizing Content
D1.4 select and classify ideas and collected information, using appropriate
strategies and tools, and sequence content, taking into account the chosen text
form, genre, and medium
Reflecting on Learning
D1.5 describe the strategies and tools that helped them develop ideas and organize
content for texts of the chosen forms, genres, and media, and explain how they
helped them improve as a text creator
D2. Creating Texts
apply knowledge and understanding of various text forms and genres to create,
revise, edit, and proofread their own texts, using a variety of media, tools, and
strategies, and reflect critically on created texts
Specific expectations
By the end of Grade 5, students will:
Producing Drafts
D2.1 draft texts of various forms and genres, including narrative, persuasive, and
informational texts, using a variety of media, tools, and strategies
Printing, Handwriting, and Word Processing
D2.2 write in fluent cursive, begin to keyboard with automaticity, and apply word-
processing skills, including selecting appropriate fonts, to produce and enhance
texts of various lengths
Voice
D2.3 establish a personal voice in their texts, using varied language and elements
of style to express their thoughts, feelings, and opinions about a topic, and using a
tone appropriate to the form and genre
Point of View and Perspective
D2.4 identify the point of view, implicit and explicit perspectives, and bias
conveyed in their texts, and explain how their messages might be interpreted by
audiences with different perspectives
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Revision
D2.5 make revisions to the content of draft texts and to elements of style, such as
word choice, and add or delete sentences, to improve clarity, focus, and coherence,
seeking feedback
Editing and Proofreading
D2.6 edit draft texts to improve accuracy and style, checking for errors in spelling,
punctuation, grammar, and format; use a word processor to edit texts
D3. Publishing, Presenting, and Reflecting
select suitable and effective media, techniques, and tools to publish and present
final texts, and critically analyze how well the texts address various topics
Specific expectations
By the end of Grade 5, students will:
Producing Final Texts
D3.1 produce final texts using a variety of techniques and tools, including digital
design and production tools, to achieve the intended effect
Publishing and Presenting Texts
D3.2 publish and present texts they have created, using selected media and tools,
and explain how each helped them communicate their intended message
Reflecting on Learning
D3.3 describe various strategies and tools that helped them communicate their
intended message when publishing and presenting texts, and suggest steps for
future improvement as a text creator
Information for parents
A parent’s guide to Language, Grades 1–8 (2023)
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