Outcome Chart - Nova Scotia - English Language Arts Grade 1

Listening and Speaking

Outcome 1: Students will communicate effectively and clearly and respond personally and critically.

  • demonstrate active listening habits (skills) in keeping with the student’s cultural context
  • ask and respond to questions to clarify information or gather further information
  • describe a personal experience in sequential order with at least two details. [Note to Teacher: Be mindful of different communication styles.]
  • express opinions and give simple explanations
  • begin to talk in focused one-to-one conversations and contribute to small- and large-group interactions
  • begin to demonstrate comprehension of oral language by engaging in, responding to, and reflecting upon informal oral presentations with a growing awareness of audience and purpose
  • use simple, complete sentences with a growing vocabulary, using some parts of speech and grammar correctly
  • respond to and give simple directions or instructions

MediaSmarts Resources

Outcome 2: Students will interact with sensitivity and respect, considering audience, purpose, and situation.

  • demonstrate a growing awareness of social conventions (turn-taking, politeness, when to speak, and when to listen) in group work and co-operative play, in multiple cultural contexts
  • begin to use expression and tone to communicate ideas and feelings in small- and whole-group situations considering purpose and audience
  • demonstrate a growing awareness of respectful and non-hurtful vocabulary choices
  • begin to use different kinds of language as appropriate to different situations, dependent upon audience and purpose

MediaSmarts Resources

Reading and Viewing

Outcome 3: Students will demonstrate a variety of ways to comprehend and select from a range of culturally relevant texts.

Strategic processing

  • expand understanding of beginning concepts about print
  • use finger pointing when reading
  • identify a growing number of high-frequency words
  • use all sources of information (meaning, structure, visual) to search, monitor, check, and self-correct
  • predict on the basis of what makes sense, what sounds right, and what looks right
  • monitor and self-correct more consistently, considering if it makes sense, sounds right, and looks right
  • read independently with increasing stamina
  • use beginning consonants, ending consonants, or known word parts to word solve
  • begin to use punctuation to appropriately guide reading with pauses and appropriate inflection
  • use some text features (e.g., Table of Contents to predict and locate information in a text)

View with Understanding (Print and Digital Text)

  • use picture cues to support understanding
  • retell a simple narrative, making reference to vocabulary such as characters, problem, and solution
  • identify the major points in a non-fiction text
  • talk about a character’s personality in a fiction text
  • make predictions about what a text might be about or what might happen next
  • make personal connections to better understand a text
  • discuss similarities and differences between texts written by the same author or on the same topic
  • visualize, to support comprehension, a variety of culturally relevant texts
  • begin to question culturally relevant texts
  • follow simple written directions

Selecting (Print and Digital Texts)

  • talk about why particular texts are interesting to them
  • talk about information in texts based on print and pictures
  • select just-right (being mindful of interests, background knowledge and level) texts with assistance and beginning independence
  • talk about one or more favourite authors
  • talk about texts with reference to titles, authors, and/or illustrators
  • identify whether a text is a poem, poster, letter, story, or information text


  • begin to use punctuation to guide intonation and expression, change the tone, and emphasis for bold print

MediaSmarts Resources

Outcome 4: Students will select, interpret, and combine information in multiple cultural contexts.

  • identify print and digital texts that are fiction and those that are non-fiction
  • ask questions about topics they are interested in
  • gather information from non-fiction print and digital texts and/or other sources
  • talk about information they have found in print and digital texts about a topic

MediaSmarts Resources

Outcome 5: Students will respond personally and critically to a range of diverse texts

  • discuss personal reaction to a print and/or digital text (e.g., favourite part, character)
  • talk about print and/or digital texts written about the same topic
  • begin to ask questions of text
  • talk about print and/or digital texts written by the same author or illustrated by the same illustrator
  • identify and use some text features of fiction and non-fiction texts that support comprehension
  • begin to develop an understanding and respect for diversity
  • back up opinions with prior knowledge and/or experiences
  • begin to recognize different points of view

MediaSmarts Resources

Outcome 6: Students will convey meaning by creating print and digital texts, collaboratively and independently, using personal experiences, feelings, and imagination.

  • understand that writing and other forms of representing convey meaning
  • express ideas in complete thoughts
  • label drawings to explain ideas/topics
  • understand readers’/listeners’ comments to clarify meaning

MediaSmarts Resources

Writing and Other Ways of Representing

Outcome 7: Students will use writing and other forms of representing, including digital, to explore, clarify, and reflect on thoughts, feelings, experiences, and learnings.

  • write, using drawings, a combination of letters with some sound associations, and known words, a variety of poetry, fiction, and non-fiction texts to explain thinking, feelings, and ideas; record experiences (e.g., recounts) and personal opinions in both print and/or digital format; and to inform and communicate information
  • begin to explain the purpose for the writing
  • begin to make decisions about word choice for specific reasons—concrete nouns, precise verbs, description, etc.
  • create print and digital texts (draw or write) with a beginning, middle, and end

MediaSmarts Resources

Outcome 8: Students will create text, including digital, collaboratively and independently, using a variety of forms for a range of audiences and purposes.

  • identify different forms of print and digital writing that are appropriate to specific purposes and audiences
  • identify print and digital information that is relevant and purposeful for an intended audience
  • work with a partner, in small groups and independently, to create writing in both print and digital format
  • use role plays to convey and enhance meaning (other ways of representing)

MediaSmarts Resources

Outcome 9: Students will use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness.

Writing Processes

  • prewriting - talk about the ideas they plan to write about - draw pictures to help develop ideas for writing - begin to use simple graphic organizers (such as the five-finger plan)
  • drafting - write some complete thoughts - match text to their drawings - write from left to right and from top to bottom consistently - use some conventional spacing - reread their writing to monitor meaning and message
  • revision - recognize where they can make changes to writing to clarify meaning
  • editing - use environmental print to check some high-frequency words - begin to add a few grade-level conventions
  • proofreading - reread with a partner and/or teacher
  • publishing / information sharing - publish student-selected final pieces of writing that demonstrate grade-level traits and conventions

Writing Traits

  • ideas - write several sentences on an identifiable topic, begin to elaborate on the topic
  • organization - experiment with a sense of flow, create a “how-to list.”
  • language use (sentence fluency, word choice, voice) - show some variety in sentence beginnings - continue to experiment with a variety of words - experiment with using attribute words—colour, size, shape, texture - experiment with using multi-sensory words (hearing, smell) - begin to use comparison words to distinguish one thing from another—size, shape, texture - use expressive language through storytelling, drawing, and/or writing - recognize voice across a growing range of texts - experiment through writing a growing connection to audience
  • writing conventions - write from left to right and from top to bottom - use spacing between words - begin to use capitals at the beginning of sentences and capital “I” - begin to write simple sentences as one complete thought

MediaSmarts Resources