1. English Language Arts
Grade 1 – 9
Writing and Saskatchewan Curriculum
Outcome Write and share stories and short informational texts about familiar events
CC1.4 and experiences in a minimum of five sentences.
a. Recognize that writing is a process focused upon conveying meaning to
self and others.
b. Select and use the appropriate before, during, and after strategies
when writing to communicate meaning.
c. Use applicable pragmatic, textual, syntactic, semantic/lexical/
morphological, graphophonic, and other communication cues and
conventions to construct and communicate meaning when writing.
d. Write about familiar topics using the learned vocabulary to express
ideas.
e. Create short texts including informational texts, autobiographical
narratives, imaginative stories, and poems with own ideas following a
model.
f. Write brief explanations and descriptions (accompanied by pictures) of
real objects, persons, and places.
g. Begin to include related details with main idea and edit with teacher
support.
h. Attempt to choose interesting words in independent writing.
i. Write a complete sentence with six words or more using capitals, correct
spacing, and some punctuation.
j. Share work with others for feedback.
Outcome Write stories, poems, friendly letters, reports, and observations using
CC2.4 appropriate and relevant details in clear and complete sentences and

2. paragraphs of at least six sentences.
a. Employ a writing process (e.g., planning, drafting, and “fixing up”).
b. Select and use task-relevant before, during, and after strategies when
writing to communicate meaning.
c. Understand and apply the appropriate cues and conventions
(pragmatic, textual, syntactical, semantic/lexical/morphological,
graphophonic, and other) to construct and communicate meaning when
writing.
d. Write groups of clear sentences that develop a central idea in a basic
paragraph of six sentences.
e. Write stories, poems, songs, friendly letters, reports, and observations
using techniques observed in reading texts (including First Nations and
Métis resources).
f. Write short pieces in the form of reports that describe and explain familiar
objects, events, and experiences.
g. Write brief narratives based on own experiences and imaginations that
move through a logical sequence of events and describe the setting,
characters, character traits, goals, and events.
h. Write a friendly letter complete with date, salutation, body, closing, and
signature.
i. Write a response with supporting details from a text viewed, listened to,
or read.
j. Polish at least eight pieces through the year.
Outcome Write to communicate ideas, information, and experiences pertaining to a
CC3.4 topic by creating easy-to-follow writing (including a short report, a
procedure, a letter, a story, a short script, and a poem) with a clear
purpose, correct paragraph structure, and interesting detail.
a. Work through the stages of a writing process (e.g., pre-writing, drafting,
revising selected draft material, sharing) and begin to write for extended
periods of time.
b. Select and use appropriate strategies (before, during, and after) to
communicate meaning when writing.
c. Understand and apply the suitable pragmatic, textual, syntactical,
semantic/lexical/morphological, graphophonic, and other cues and
conventions to construct and communicate meaning when writing.
d. Write compositions (e.g., three-paragraph reports) that describe and
explain familiar objects, events, and experiences. short script, and a poem)
with a clear purpose, correct paragraph structure, and interesting detail.
e. Write narratives that provide a context within which an action takes

3. place and includes characters and their traits, setting, and problem and
solution in students’ stories.
f. Create characters and events from outside students’ personal
environment.
g. Write descriptions that use concrete sensory details.
h. Begin to use excitement, humour, suspense, and other creative devices.
i. Write personal letters, thank-you notes, invitations, and logs.
j. Extend, rework, and polish pieces of writing or an audience in and
beyond the classroom.
Outcome Use a writing process to produce descriptive, narrative, and expository
CC4.4 compositions that focus on a central idea, have a logical order, explain
point of view, and give reasons or evidence.
a. Work through the stages of a writing process (e.g., pre-writing, drafting,
revising successive versions).
b. Select and use pertinent before, during, and after strategies to construct
meaning when writing.
c. Understand and apply cues and conventions including pragmatic,
textual, syntactical, semantic/lexical/morphological, graphophonic, and
others to communicate meaning when writing.
d. Write clear, coherent sentences and paragraphs that develop a central
idea.
e. Create compositions with an introductory paragraph that establishes a
central idea in key sentence(s), supporting paragraphs with simple facts,
details, and explanations, and a concluding paragraph that summarizes
the points.
f. Write descriptions and narratives (3-5 paragraphs) that relate
observations and recollections of an event or experience and use sensory
details.
g. Write information reports (3-5 paragraphs) that focus on a central
question about an issue or situation, include facts and details, and draw
from more than one source of information (e.g., speakers, books,
newspapers, other sources).
h. Write procedures with clear directions and explanations.
i. Write summaries that contain the main ideas of the text or presentation
and the most significant details.
j. Communicate and demonstrate understanding by creating original
texts (e.g., poem, play, letter, journal entry) and by writing responses to
texts, supporting judgements through references to both the text and prior
knowledge.
Outcome Use a writing process to experiment with and produce multi-paragraph

4. CC5.4 narrative (including stories that contain dialogue), expository (including
reports, explanations, letters, and requests), and persuasive (including
letters) compositions that clearly develop topic and provide transitions for
the reader.
a. Write clear multi-paragraph compositions (e.g., three to five paragraph
report or essay of at least 300 words) that focus on a central idea, reflect
awareness of the audience(s) and purpose(s), contain clear introductions
and conclusions, and include paragraphs in a logical sequence.
b. Select and flexibly use appropriate strategies (before, during, and after)
to communicate meaning when writing.
c. Understand and apply relevant pragmatic, textual, syntactical,
semantic/lexical/morphological, graphophonic, and other cues and
conventions to communicate meaning when writing.
d. Write narrative compositions that develop a situation or plot and point
of view, describe the setting, and present an ending.
e. Write expository compositions that establish a topic, include important
ideas or events in a logical order, provide details and transitional
expressions that clearly link one paragraph to another, and offer a
concluding paragraph that summarizes important ideas.
f. Write expository reports that explore key ideas, issues, or events in
response to questions that direct an investigation, establish a controlling
idea or topic sentence, and develop the topic with simple facts, details,
examples, and explanations.
g. Use various note-making strategies (paraphrasing, summarizing,
highlighting, graphic organizers, outlining) to glean information and
ideas for expository or informational writing. h. Create documents by
using electronic media and employing computer features (e.g., topic
searches, thesaurus, spell checks).
i. Write persuasive letters or compositions that state a clear position,
support that position with relevant evidence, follow a simple organizational
pattern, and address the reader’s need for clarity.
j. Experiment with different forms including poems, short scripts, and journal
entries to communicate and demonstrate understanding.
Outcome Experiment with a variety of text forms (e.g., a peer interview, presentation at an
CC6.8 assembly, poem, letter to parents, short review, poster, tableau, graphic
organizer) and techniques (e.g., surprise ending).
a. Write multi-paragraph (minimum of 3-5 paragraphs) narrative, expository,
persuasive, and descriptive texts of at least 400 to 600 words.
b. Write clear, focused essays that contain a formal introduction, supporting
evidence, and a conclusion.

5. c. Create narratives about an incident as follows:
o establish a plot and setting and present a point of view that is
appropriate to the stories
o include sensory details
o develop plot and character
o use a range of narrative devices (e.g., dialogue, suspense, tension).
d. Create expository, informational, and procedural texts, multi-step
directions, and a problem/solution presentation as follows:
o pose relevant questions and state purpose
o explain the situation and develop topic with facts, details, examples,
and explanations from multiple sources
o follow an organizational pattern
o offer evidence to support conclusions.
e. Create descriptive texts about a place as follows:
o present a clear picture of the place
o include sensory details (five senses) in a logical order (e.g., left to right,
far to near).
f. Create persuasive texts on a stand or viewpoint as follows:
o state stand or viewpoint
o give reasons, facts, and expert opinion to support stand
o demonstrate sincerity
g. Experiment with different points of view (i.e., first person as well as third
person).
h. Share writing-in-progress in various ways (e.g., author’s circle, peer
response).
Outcome Write to describe a person; to narrate an imaginary incident or story; to explain
CC7.8 and inform in a news story, a factual account, and a business letter; to
persuade in a letter and in interpretation of a text.
a. Plan (e.g., using a chart or outline) and organize ideas to fit format and
purpose (e.g., chronological, enumerative, problem/solution,
cause/effect, comparison/contrast).
b. Sustain focus in a piece of writing for several pages.

6. c. Use transition words (e.g., first, then, next, before, after, however) to signal
organizational pattern within compositions.
d. Use appropriate point of view (including third person) when writing for
particular audience and purpose.
e. Create multiple-paragraph compositions (minimum of 5 paragraphs in an
essay) of at least 500-700 words.
f. Create narrative texts (e.g., recount an event) as follows:
o establish a context, plot, and point of view
o use a range of narrative devices (e.g., dialogue, tension, suspense)
o make the narrative engaging
o develop it systematically leading to a climax or conclusion.
g. Create expository, informational, and procedural texts (e.g., present
information or explain process, news story, letter) as follows:
o pose relevant questions to limit scope of text
o introduce the purpose
o develop topic with facts, details, examples, and explanations from
multiple authoritative sources
o include several paragraphs or sections organized in logical sequence
o use transitions
o offer conclusion(s).
h. Create descriptive texts (e.g., a character or person) as follows:
o present a clear and colourful picture of a person
o include sensory details and vivid words
o use a logical order (e.g., head to foot).
i. Create persuasive texts (e.g., persuasive letter, an interpretation) as
follows:
o explain and justify reactions and personal connections to texts
viewed, heard, and read
o make explicit and deliberate connections with previous knowledge
and experiences
o give opinions and make judgements
o provide support by reasons, explanations, and evidence
o support opinions with examples from text
o develop a clear organization.
Outcome Write to describe a landscape scene; to narrate a personal story or anecdote

7. CC8.8 and a historical narrative; to explain and inform in a presentation of findings, a
biography, a documented research report, and a résumé and covering letter;
and to persuade in a mini-debate and a review.
a. Demonstrate the ability to write effective, coherent multi-paragraph
(minimum of 5 paragraphs) narrative, descriptive, expository, and
persuasive essays of at least 500 to 800 words using appropriate before,
during, and after strategies.
b. Create narrative texts (e.g., story, anecdote, historical narrative) as
follows
o establish a context, plot, and point of view
o use a range of narrative devices (e.g., dialogue, tension, suspense)
o make the narrative engaging
o develop character
o develop it systematically leading to a climax or conclusion.
c. Create expository, informational, and procedural texts (e.g., presentation
of findings, a biography, a documented research report, a résumé and
covering letter) as follows:
o pose relevant questions to limit scope of presentation
o introduce the purpose, and define a thesis
o develop topic with important facts, details, examples, and
explanations from multiple authoritative sources
o include several paragraphs or sections organized in logical
sequences
o use transitions
o organize and display information on charts, maps, and graphs
o offer conclusion(s).
d. Create descriptive exts (e.g., a landscape scene) as follows:
o present a clear and colourful picture of the place
o include sensory details and vivid words
o use a logical order (e.g., near to far).
e. Create persuasive texts (e.g., mini-debate, a review) as follows:
o include a well-defined thesis (i.e., one that makes a clear and
knowledgeable judgement)
o provide support by reasons, explanations, and evidence
o support opinion with examples from text
o present a clear organization.

8. f. Compose original texts (e.g., lyrical and narrative poems, letters, scripts,
humourous instructions) using a variety of different literary techniques
(e.g., imagery, dialogue, figurative language).
Outcome Write to describe (a profile of a character), to narrate (a narrative essay), to
CC9.8a explain and inform (a researched report), and to persuade (a review).
a. Prepare compositions (including essays), reports, presentations, and
inquiry or research projects with adequate detail for audience
understanding.
b. Experiment with and use memorable language effectively.
c. Experiment with different personas.
d. Seek out teachers, peers, and others with specific strengths for writing
conferences.
e. Design and publish documents by using publishing software and graphics
programs.
f. Write clear and focused narrative, descriptive, expository, and persuasive
essays (at least 1,500 words).
g. Write response to texts to demonstrate a comprehensive grasp of the
significant ideas of literary texts and support important ideas and
viewpoints through accurate and detailed references to the text, and
demonstrate awareness of the author’s use of language.
h. Apply knowledge and strategies for composing pieces in a variety of
forms/genres (e.g., descriptive, narrative, expository, persuasive, poetic,
script).
i. Write texts that relate clear ideas or events in a coherent manner using
specific details.
j. Create narrative texts (e.g., personal narrative, short story) as follows:
o locate scenes and incidents in specific places
o describe with concrete sensory details the sights, sounds, and smells
of the scene and the specific actions, movements, and feelings of the
characters (use interior monologue to depict characters’ feelings)
o employ narrative and descriptive devices (e.g., relevant dialogue,
specific action, physical description, comparison or contrast)
o develop narrative systematically leading to a climax or conclusion
o reveal the significance of and the subject’s attitude about the
incident, event, or situation.
k. Create expository, informational, and procedural texts (e.g., a research
report, a consumer letter) as follows:
o pose relevant questions to limit scope of presentation
o introduce the purpose and define a thesis
o develop topic with important facts, details, examples, and

9. explanations from multiple authoritative sources
o include several paragraphs or sections organized in logical
sequences
o use transitions
o organize and display information on charts, maps, and graphs
o offer conclusion(s)
o anticipate and address viewer’s, listener’s and reader’s potential
misunderstandings, biases, and expectations.
l. Create descriptive texts (a profile of a character) as follows:
o present a clear and colourful picture of the person
o include sensory details and vivid words
o use dialogue when appropriate
o develop a logical order (e.g., background, physical description).
m. Create persuasive texts (e.g., a persuasive essay, a letter to the editor)
as follows:
o include a well-defined thesis (i.e., one that makes a clear and
knowledgeable judgement)
o state a position clearly and convincingly
o provide support by fact, reasons, examples, explanations, and
evidence to support position
o differentiate fact from opinion and support argument with detailed
reasoning and examples
o structure ideas and arguments in a sustained and logical fashion
o maintain a reasonable tone
n. address viewer’s, listener’s, or reader’s concerns, biases, expectations,
and counterclaims.
o. Experiment with a variety of forms (e.g., poetry, letters, short scripts,
advice column) and techniques (e.g., tone, point of view, imagery,
dialogue, figurative language).