English Language Arts

The following is taken from the Saskatchewan ELA Curriculum Document

There are three Broad Areas of Learning that reflect Saskatchewan’s
Goals of Education. K-12 English language arts contributes to the Goals
of Education through helping students achieve knowledge, skills, and
attitudes related to the following:

Lifelong Learners

Students who are engaged in constructing and applying English
language arts knowledge naturally build a positive disposition towards
learning. Throughout their study of English language arts, students
gain understandings, skills, and strategies to become more competent
and confident language users.

Sense of Self, Community, and Place

To learn English language arts, students need not only to use the
English language but also to interact with each other. Through the
English language arts, students learn about themselves, others, and
the world around them. They use language to define who they are and
to explore who they might become. They use language to interact and
to respond effectively with others and to build community.

Engaged Citizens

In the English language arts, students learn how language can
empower them to make a difference in their personal, peer, family,
and community lives. Language gives them a sense of agency and an
ability to make a difference in their community and the world in which
they live.

UBD Units

Good Spirit School Division Draft UBD Units

Saskatchewan Curriculum Outcome-Based Resources
(CC2.1) Comprehend and respond to a variety of grade-level texts (CR2.3) Listen and retell the key literal and inferential ideas
(CR2.3) Listen and retell the key literal and inferential ideas (CC2.2) Use a variety of ways to represent understanding and to communicate ideas, procedures, stories
(a) View, listen to, read, and respond to a variety of texts Discovery Streaming Login to search these topics Identity


  • City, Suburb, Rural ( DStreaming)
  • The First Peoples (DStreaming)
  • All About Neighborhoods (DStreaming)
    China People & Places (DStreaming)
  • We Are From
  • Mythic Journeys Inuit
  • Discovering Antarctica

Social Responsibility

(b) Discuss the experiences and traditions of various communities and cultures portrayed in texts including First Nations and Métis resources.

(CR2.2) View and explain the key literal inferential ideas, important details, how elements enhance meaning in gr-appropriate visual/multimedia texts

(a) View and demonstrate comprehension of visual and multimedia texts

(d) Obtain information from different media

  • National Aboriginal Day – Video
  • Traditional First Nations Photos
  • Canadian Pow Wow Photos
  • Wylio – Photo Search

(f) View and interpret, with teacher support, the purpose of a message

  • Don’t Buy It
  • Late 80′s Commercials for Kids (YouTube)
  • Media Wise (DStreaming)
  • Junkfood Ads (YouTube)

(g) Distinguish between fact (observable) and fantasy (imagined)

(i) Distinguish between a commercial and a program on television

(CR2.3) Listen and retell the key literal and inferential ideas

(a) Listen and demonstrate comprehension by retelling key points

(a) Listen and demonstrate comprehension by retelling key points Podcasts/Audio Stories cont ..

(f) Ask for clarification and explanation of oral stories and information

  • How The Earth was Made – Video
  • The Big Rock Story – Video

(CR2.4) Read and comprehend gr-appropriate literary and informational texts

(a) Read and understand a variety of grade-level-appropriate

  • Chinese Fables
  • Greek Myths
  • FolkTales
  • Comics
  • Poetry

(d) Read and retell

(f) Read aloud with fluency, expression, and comprehension



(CC2.1) Compose and create a range of visual, multimedia, oral, and written texts

(e) Share own stories and creations with peers and respond to questions or comments

(g) Use inquiry to explore a question or topic that is of individual or group interest including:

Accessing ideas using a variety of sources such as simple chapter books, multimedia and online resources, computers, and Elders

Recording key ideas and facts in own words and identifying titles and creators of sources

(a) Design a visual representation to demonstrate understanding


(CC2.3) Speak clearly and audibly in an appropriate sequence for a familiar audience and a specific purpose

Digital Tools

(i) Dramatize a scene from a folktale or traditional First Nations or Métis narrative

(CC2.4) Write stories, poems, friendly letters, reports, and observations

(f) Write short pieces in the form of reports

(g) Write brief narratives based on own experiences and imaginations

(h) Write a friendly letter complete with date, salutation, body, closing, and signature

Assess & Reflect (AR2.1 & 2)

Other ELA Resources

Guided Reading

Author’s Delight

Good Spirit Division (Password Protected)


Rhyme Time

Phonemic Awareness Other Resources

Offline Resources

International Society for Technology in Education

Other Tools To Consider