• Recognize that writing is an important tool for communicating, for clarifying thinking, and for learning
• Use writing to explore ideas and express understanding
• Use writing to express and share feelings, ideas, and opinions with a range of audiences (e.g., self, friends, teachers, school newspaper)
• Write to describe (e.g., describe a person or place)
• Write to create personal and fictional narratives (e.g., an incident from own experience)
• Write to explain, report, and inform (e.g., give multi-step directions and instructions in accurate sequence; prepare short reports)
• Write to convince and persuade (e.g., support a stand on a topic) (*)
• Write to experiment with a variety of forms (e.g., poems, letters) and techniques (e.g., surprise ending) (*)

Students will extend their abilities by practising the behaviours of effective writers

• Select and use the appropriate strategies and the language cueing systems and conventions before, during, and after writing to ensure communication of ideas, including:
• Before
  • Identify purpose for writing (*)
  • Identify personal and audience knowledge
  • Generate ideas and consider appropriate ideas and information to include in writing by brainstorming, clustering, discussing, dramatizing, read/listening/viewing, experiencing
  • Use inquiry or research process to gather additional ideas and information for specific purpose (*)
  • Identify, evaluate, select, and acknowledge relevant ideas and information from two or three other sources (*)
  • Choose appropriate format for purpose and audience
  • Organize ideas to fit format (e.g., to create a sense of story or of importance)
  • Create and follow a plan (*)
  • Set and manage deadlines (*)
• During
  • Shape and develop pre-writing into written drafts using the chosen format
  • Organize and sequence relevant ideas appropriately within identified formats
  • use level of language and vocabulary appropriate to audience and purpose
  • Experiment with different points of view (i.e., first-person as well as third-person) (*)
  • Use appropriate technology with increasing proficiency in writing (*)
  • Acknowledge sources
  • Share writing-in-progress in various ways (e.g., authors' circle, peer response)
• After
  • Revise writing for clarity of meaning and appropriate detail by adding, rearranging, replacing, or deleting ideas
  • Revise to eliminate unnecessary information and ideas
  • Revise final drafts to ensure that each paragraph as a topic sentence, a body, and a concluding sentence when working with a standard prose form
  • Revise final drafts to ensure that each paragraph as a topic sentence, a body, and a concluding sentence when working with a standard prose form
  • Revise final drafts to ensure that there is an effective beginning or introduction (e.g., topic sentence or narrative hook)
  • Revise final drafts to ensure that there is an effective ending or conclusion (e.g., concluding sentence or unexpected ending)
  • Revise final drafts to enhance artistry of text (e.g., choose language to enhance emphasis of key ideas) (*)
  • Revise and polish final drafts using pre-established criteria appropriate to chosen task, purpose, and format (*)
  • Polish and proofread final drafts for language conventions including:
    • sentence structures (e.g., ensure that they are complete, interesting, and on topic, that some simple sentences are compounded for variety and interest, that the subjects and verbs agree, and that the sentences use appropriate verb tense and correct pronoun reference)
    • word choices (e.g., ensure that words use correct and conventional Canadian spellings)
    • mechanics (e.g., ensure that the periods, question marks, exclamation marks, apostrophes, commas, and quotation marks as well and capitalization marks are correctly used)
  • Polish final drafts to enhance legibility and formatting including use printing and cursive writing appropriate for purpose (e.g., print for labels on diagram; writing for reports).
  • Use personal words lists (e.g., frequently misspelled words in own writing and new vocabulary encountered through listening, reading, and viewing) and a variety of strategies to learn conventional spelling (e.g., relating sounds of unknown words to known words and spelling using phonetic patterns and generalizations, taking risks and attempting unknown spelling, consulting resources such as dictionaries)
  • Use cursive writing with increasing speed and control

Students will extend their abilities to assess strengths and set goals for future growth

• Reflect on (using writing folders, portfolios, checklists) and identify (with assistance) personal strengths and needs as a writer (*)
• Consider which writing strategies work best for him/her in particular situations (*)
• Set goals to improve writing abilities
• Assess own contributions to community of learners and set personal goals for enhancing work with others (*)

Learning Objectives for Grade 7
Writing Skills

Learning Objectives describe specific learning outcomes. Below are listed specific learning objectives related to the foundational objectives for writing

In addition, the following web sites are provided to assist teachers in reaching those objectives:

Web Resources | Lesson Plans | Home

• Recognize that writing is an important tool for communicating, for clarifying thinking, and for learning
• Use writing to explore ideas and express understanding
• Use writing to express and share feelings, ideas, and opinions with a range of audiences (e.g., peers, teacher, and other audiences in school and community)
• Write to describe (e.g., describe a person or place)
• Write to create personal and fictional narratives (e.g., an anecdote, fable, incident from own experience)
• Write to explain, report, and inform (e.g., an explanation, instructions, factual account, report)
• Write to convince and persuade (e.g., opinion piece, persuasive letter)
• Write to experiment with a variety of forms (e.g., poems, short script, biography, review) and techniques (e.g., dialogue, figurative language)

Students will extend their abilities by practising the behaviours of effective writers

• Select and use the appropriate strategies and the language cueing systems and conventions before, during, and after writing to ensure communication of ideas, including:
• Before
  • Identify purpose for writing
  • Identify personal and audience knowledge
  • Generate ideas and consider appropriate ideas and information to include in writing by brainstorming, clustering, discussing, dramatizing, read/listening/viewing, experiencing
  • Use inquiry or research process to gather additional ideas and information for specific purpose
  • Identify, evaluate, select, and acknowledge relevant ideas and information from two or three other sources
  • Choose appropriate format for purpose and audience
  • Plan (using frame, charting, outlining) and organize ideas to fit format (e.g., chronological, enumerative, problem/solution, cause/effect, comparison/contrast) (*)
  • Create and follow a plan
  • Set and manage deadlines
• During
  • Shape and develop pre-writing into written drafts using the chosen format and keeping purpose in mind (*)
  • Organize and sequence relevant ideas appropriately within identified formats
  • Use level of language and vocabulary appropriate to audience and purpose
  • Experiment with different points of view (i.e., first-person as well as third-person)
  • Use transition words (e.g., first, then, next, before, after) to signal organizational pattern within compositions (*)
  • Use appropriate technology with increasing proficiency in writing
  • Acknowledge sources
  • Share writing-in-progress in various ways (e.g., authors' circle, peer response)
• After
  • Revise writing for clarity of meaning and appropriate detail by adding, rearranging, replacing, or deleting ideas
  • Revise to eliminate unnecessary repetition of ideas and words (*)
  • Revise final drafts to ensure that each paragraph as a topic sentence, a body, and a concluding sentence
  • Revise final drafts to ensure that there is an effective beginning or introduction (e.g., topic sentence or narrative hook)
  • Revise final drafts to ensure that there is an effective ending or conclusion (e.g., concluding sentence or unexpected ending)
  • Revise final drafts to ensure language is appropriate for audience and purpose
  • Revise final drafts to enhance artistry of text (e.g., choose language to enhance emphasis of key ideas)
  • Revise and polish final drafts using pre-established criteria appropriate to chosen task, purpose, and format
  • Polish and proofread final drafts for language conventions including:
    • sentence structures (e.g., ensure that they are complete, interesting, and on topic, combine sentences to form compound and complex sentences for variety, interest, and effect, ensure that the subjects and verbs agree, ensure that the sentences use appropriate verb tense and correct pronoun reference, ensure that qualifiers are not misplaced)
    • word choices (e.g., ensure that word choices are vivid, effective, and appropriate, that they accurately convey the intended meaning, and that they are used correctly, that slang and cliches are avoided)
    • spelling (e.g., ensure that words use correct and conventional Canadian spellings, that common homonyms are correctly spelled
    • mechanics (e.g., ensure that the periods, question marks, exclamation marks, apostrophes, commas, and quotation marks as well and capitalization marks are correctly used)
  • Polish final drafts to enhance legibility and formatting including use printing and cursive writing appropriate for purpose (e.g., print for labels on diagram; writing for reports; include a cover page, a list of references; use appropriate spacing and layout) (*).
  • Use personal words lists (e.g., frequently misspelled words in own writing and new vocabulary encountered through listening, reading, and viewing) and a variety of strategies to learn conventional spelling (e.g., relating sounds of unknown words to known words and spelling using phonetic patterns and generalizations, taking risks and attempting unknown spelling, consulting resources such as dictionaries)
  • Use cursive writing with increasing speed and control

Students will extend their abilities to assess strengths and set goals for future growth

• Reflect on (using writing folders, portfolios, checklists) and identify (with assistance) personal strengths and needs as a writer
• Consider which writing strategies work best for him/her in particular situations
• Set goals to improve writing abilities
• Assess own contributions to community of learners and set personal goals for enhancing work with others (*)

Learning Objectives for Grade 8
Writing Skills

Learning Objectives describe specific learning outcomes. Below are listed specific learning objectives related to the foundational objectives for writing

In addition, the following web sites are provided to assist teachers in reaching those objectives:

Web Resources | Lesson Plans | Home

• Recognize that writing is an important tool for communicating, for clarifying thinking, and for learning
• Use writing to explore ideas and express understanding
• Use writing to express and share feelings, ideas, and opinions with a range of audiences (e.g., peers, teacher, and other audiences in school and community)
• Write to describe (e.g., multi-paragraph description of a character or a setting)
• Write to create personal and fictional narratives (e.g., multi-paragraph story, myth, or incident)
• Write to explain, report, and inform (e.g., multi-paragraph report, news story, instructions)
• Write to convince and persuade (e.g., multi-paragraph opinion piece or review)
• Write to experiment with a variety of forms (e.g., poems, letters, scripts) and techniques (e.g., imagery, dialogue, figurative language)

Students will extend their abilities by practising the behaviours of effective writers

• Select and use the appropriate strategies and the language cueing systems and conventions before, during, and after writing to ensure communication of ideas, including:
• Before
  • Identify purpose for writing
  • Identify personal and audience knowledge
  • Generate and explore ideas by brainstorming, clustering, discussing, dramatizing, read/listening/viewing, experiencing (*)
  • Consider appropriate ideas and information to include in writing (*)
  • Use inquiry or research process to gather additional ideas and information for specific purpose
  • Identify, evaluate, select, and acknowledge relevant ideas and information from two or three other sources
  • Choose appropriate format for purpose and audience
  • Plan, organize, and sequence ideas to fit purpose, point of view, and format (e.g., chronological, enumerative, problem/solution, cause/effect, comparison/contrast) (*)
  • Set and manage deadlines
• During
  • Shape and develop pre-writing into written drafts using the chosen format and keeping purpose in mind (*)
  • Organize and sequence relevant ideas appropriately within identified formats
  • Use level of language and vocabulary appropriate to audience and purpose
  • Use appropriate point of view (including third person) when writing for particular audience and purpose
  • Experiment with point of view and develop reasons for final choice (*)
  • Use transition words to signal organizational pattern within compositions
  • Use appropriate technology with increasing proficiency in writing
  • Enhance compositions with illustrations, charts, and other graphics when appropriate
  • Acknowledge sources
  • Share writing-in-progress in various ways (e.g., authors' circle, peer response) and respond sensitively and constructively during conferences (*)
• After
  • Revise final drafts writing for clarity of meaning and appropriate detail by adding, rearranging, replacing, or deleting ideas
  • Revise final drafts to eliminate unnecessary repetition of ideas and words
  • Revise final drafts to ensure that each paragraph as a topic sentence, a body, and a concluding sentence
  • Revise final drafts to ensure that there is an effective beginning or introduction (e.g., topic sentence or narrative hook)
  • Revise final drafts to ensure that the format and patterns within that format contribute to the effectiveness of the composition (*)
  • Revise final drafts to ensure that there is an effective ending or conclusion (e.g., concluding sentence or unexpected ending)
  • Revise final drafts to ensure language is appropriate for audience and purpose
  • Revise final drafts to enhance artistry of text (e.g., choose language to enhance emphasis of key ideas)
  • Revise final drafts and polish final drafts using pre-established criteria appropriate to chosen task, purpose, and format
  • Consciously attend to conventions when revising
  • Polish and proofread final drafts for language conventions including:
    • sentence structures (e.g., ensure that they are complete, interesting, and on topic, and connected to each other; combine sentences to form compound and complex sentences for variety, interest, and effect, ensure that the subjects and verbs agree, ensure that the sentences use appropriate verb tense and correct pronoun reference, ensure that qualifiers are not misplaced)
    • word choices (e.g., ensure that word choices are vivid, effective, and appropriate, that they accurately convey the intended meaning, and that they are used correctly, that colloquialisms and cliches are avoided)
    • spelling (e.g., ensure that words use correct and conventional Canadian spellings, that common homonyms are correctly spelled
    • mechanics (e.g., ensure that the periods, question marks, exclamation marks, apostrophes, commas, and quotation marks as well and capitalization marks are correctly used)
  • Polish to ensure legibility and formatting including use printing and cursive writing appropriate for purpose (e.g., print for labels on diagram; writing for reports; include a cover page, a list of references; use appropriate spacing and layout).
  • Use personal words lists (e.g., frequently misspelled words in own writing and new vocabulary encountered through listening, reading, and viewing) and a variety of strategies to learn conventional spelling (e.g., relating sounds of unknown words to known words and spelling using phonetic patterns and generalizations, taking risks and attempting unknown spelling, consulting resources such as dictionaries)
  • Use cursive writing with increasing speed and control

Students will extend their abilities to assess strengths and set goals for future growth

• Reflect on (using writing folders, portfolios, checklists) and identify (with assistance) personal strengths and needs as a writer
• Consider which writing strategies work best for him/her in particular situations
• Set goals to improve writing abilities
• Assess own contributions to community of learners and set personal goals for enhancing work with others (*)

Learning Objectives for Grade 9
Writing Skills

Learning Objectives describe specific learning outcomes. Below are listed specific learning objectives related to the foundational objectives for writing

In addition, the following web sites are provided to assist teachers in reaching those objectives:

Web Resources | Lesson Plans | Home

• Recognize that writing is an important tool for communicating, for clarifying thinking, and for learning
• Use writing to explore ideas and express understanding
• Use and value writing to express and share experiences, feelings, ideas, and opinions with a range of audiences (e.g., peers, teacher, and other audiences in school and community)
• Write to describe (e.g., multi-paragraph profile of a character or a description of scene)
• Write to create personal and fictional narratives (e.g., multi-paragraph story, personal essay)
• Write to explain, report, and inform (e.g., multi-paragraph report, essay, instructions, biography)
• Write to convince and persuade (e.g., multi-paragraph critique or letter to the editor)
• Write to experiment with a variety of forms (e.g., poems, letters, scripts) and techniques (e.g., imagery, dialogue, figurative language)

Students will extend their abilities by practising the behaviours of effective writers

• Select and use the appropriate strategies and the language cueing systems and conventions before, during, and after writing to ensure communication of ideas, including:
• Before
  • Identify purpose for writing
  • Identify personal and audience knowledge
  • Consider and value own observations, experiences, ideas, and opinions as sources for authentic writing (*)
  • Generate and explore ideas by brainstorming, clustering, discussing, dramatizing, read/listening/viewing, experiencing
  • Consider appropriate ideas and information to include in writing
  • Use inquiry or research process to gather additional ideas and information for specific purpose
  • Identify, evaluate, select, and acknowledge relevant ideas and information from two or three other sources
  • Choose appropriate format for purpose and audience
  • Plan, organize, and sequence ideas to fit purpose, point of view, and format (e.g., chronological, enumerative, problem/solution, cause/effect, comparison/contrast)
  • Set and manage deadlines
• During
  • Shape and develop pre-writing into written drafts using the chosen format and keeping purpose and audience in mind (*)
  • Organize and sequence relevant ideas appropriately within identified formats
  • Use level of language and vocabulary appropriate to audience and purpose
  • Use appropriate point of view (including third person) when writing for particular audience and purpose
  • Experiment with a variety of points-of-view and author stances (e.g., omniscient, semi-omniscient (*)
  • Use transition words to signal organizational pattern within compositions
  • Use appropriate technology with increasing proficiency in writing
  • Enhance compositions with illustrations, charts, and other graphics when appropriate
  • Acknowledge sources
  • Seek out teachers, peers, and others with specific strengths for writing conferences
  • Share writing-in-progress in various ways (e.g., authors' circle, peer response) and respond sensitively and constructively during conferences
  • Identify relevant comments and suggestions that will direct revision
• After
  • Revise writing for clarity of meaning and appropriate detail by adding, rearranging, replacing, or deleting ideas
  • Revise final drafts to ensure that compositions assert one main idea or thesis and that all parts support that main idea or thesis (*)
  • Revise final drafts to ensure that compositions have effective beginning, adequate developed middles, and appropriate conclusions (*)
  • Revise final drafts to ensure a consistent and appropriate viewpoint and tone (*)
  • Revise final drafts to enhance artistry of text (e.g., choose language to enhance emphasis of key ideas)
  • Revise final drafts and polish final drafts using pre-established criteria appropriate to chosen task, purpose, and format
  • Consciously attend to conventions when revising
  • Polish and proofread final drafts for language conventions including:
    • sentence structures (e.g., ensure that they are complete, interesting, and on topic, and connected to each other; combine sentences to form compound and complex sentences for variety, interest, and effect, ensure that the subjects and verbs agree, ensure that the sentences use appropriate verb tense and correct pronoun reference, ensure that qualifiers are not misplaced)
    • word choices (e.g., ensure that word choices are vivid, effective, and appropriate, that they accurately convey the intended meaning, and that they are used correctly, that colloquialisms and cliches are avoided)
    • spelling (e.g., ensure that words use correct and conventional Canadian spellings, that common homonyms are correctly spelled)
    • mechanics (e.g., ensure that the periods, question marks, exclamation marks, apostrophes, commas, and quotation marks as well and capitalization marks are correctly used)
  • Polish to ensure legibility and formatting including use printing and cursive writing appropriate for purpose (e.g., print for labels on diagram; writing for reports; include a cover page, a list of references; use appropriate spacing and layout).
  • Use personal words lists (e.g., frequently misspelled words in own writing and new vocabulary encountered through listening, reading, and viewing) and a variety of strategies to learn conventional spelling (e.g., relating sounds of unknown words to known words and spelling using phonetic patterns and generalizations, taking risks and attempting unknown spelling, consulting resources such as dictionaries)
  • Use cursive writing with increasing speed and control

Students will extend their abilities to assess strengths and set goals for future growth

• Reflect on (using writing folders, portfolios, checklists) and identify (with assistance) personal strengths and needs as a writer
• Consider which writing strategies work best for him/her in particular situations
• Set goals to improve writing abilities
• Assess own contributions to community of learners and set personal goals for enhancing work with others (*)

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