I. Grammatical Structures

Nouns count:

• singular and plural of regular and high-frequency irregular nouns (e.g., table/tables, child/children)
• non-count (e.g., water, money, bread, coffee, sugar)
• possessive form of proper nouns (e.g., Pablo’s hat)
• articles a, an, the

Numbers

• cardinal
• ordinal (e.g., first, fifth, twentieth)

Pronouns

• subject: I, you, he, she, it, we, they
• object: me, you, him, her, it, us, them
• demonstrative: this/these, that/those
• impersonal expressions: It + be (e.g., It’s noisy in the classroom.)

Verbs

• be (e.g., I am a student.)
• there is/are
• have (e.g., I have a sister.)
• can: for ability and permission (e.g., I can dance. I can go to the dance.)
• simple present (e.g., I live in Canada.)
• simple past regular verbs (e.g., They talked to me.)
• simple past high-frequency irregular verbs (e.g., He came late.)
• simple future (e.g., We will meet in the library.)
• present progressive (e.g., She is sitting.)
• contractions with be, do (e.g., She’s sitting. We don’t like that music.)
• imperative forms (e.g., Come in. Sit down.)
• let’s (e.g., Let’s ask the teacher.)

Adjectives

• possessive: my, your, his, her, its, our, their
• high-frequency (e.g., red, big, rainy, young, Canadian, round)
• comparative/superlative (e.g., taller/tallest; happier/happiest)
• some, any, every, all

Adverbs

• used to modify adjectives (e.g., very tall, really late)
• some adverbs of frequency and time (e.g., today, always, never, sometimes, then)
• too

Transition words and phrases

• conjunctions: and, but, or, because

Question forms

• yes/no (e.g., Are you a student? Yes, I am/No, I’m not. Do you live in Canada? Yes, I do/No, I don’t. Did they talk to you? Yes, they did/No, they didn’t. Will you join our group? Yes, I will/No, I won’t.)
• information questions: what, where, when, who, why, how

Negation

• be in simple present (e.g., He is not here/He isn’t here.)
• do (e.g., We don’t like that. It doesn’t work. We didn’t watch the game.)
• will (e.g., They won’t eat these cookies.)

Prepositions

• of location (e.g., in, on, at, under, beside, on the right/left)
• of direction (e.g., to, from)
• of time (e.g., at, before, after, on, in)

Sentences

• simple sentence: subject + verb + object or prepositional phrase (e.g., She reads books. She reads in the classroom.)

II. Conventions of Print

Punctuation

• final punctuation: period, question mark, exclamation mark
• apostrophe: contractions and possessive forms (e.g., He’s buying a hat. The boy’s hat is red.)

Capitalization

• first word in a sentence (initial capitalization)
• proper nouns (e.g., names of people and places)

1. Using English in Socially and Culturally Appropriate Ways

SC/ML 1

1.1 Determine and use the appropriate language register in a few social and classroom contexts.

1.2 Use a few non-verbal communication cues appropriately in classroom contexts.

2. Developing Awareness of Canada, Citizenship, and Diversity

SC/ML 2

2.1 Demonstrate knowledge of some basic facts about Canada.

2.2 Demonstrate knowledge of a few basic elements of Canadian citizenship.

2.3 Communicate information about some basic social forms and practices that may vary from culture to culture.

3. Adapting to School Life in Ontario

SC/ML 3

3.1 Describe a few procedures and rules in use in the Ontario secondary school system.

3.2 Use appropriate notebook conventions and formats in all subject areas.

3.3 Work cooperatively with a partner or in a group.

3.4 Identify a few school and community resources that are available to support learning.

4. Developing Media Knowledge and Skills

SC/ML 4

4.1 View, read, and listen to simple media texts to obtain information and complete assigned tasks.

4.2 Identify the purpose and intended audience of a few different types of media texts.

4.3 Create simple media texts for a few different purposes.