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
(CR6.1) View, listen to, read, comprehend, and respond to a variety (CR6.8) Read silently & orally (CC6.8) Experiment with a variety of text forms (cont)
(a) View, listen to, read & respond to a variety of texts that reflect issues related to Identity, Social Responsibility & efficacy
Discovery Streaming
Login to search these topics Identity
  • The Mirror In my Mind: Body Image & Self Esteem (DStreaming)
  • Dove Evolution – YouTube
  • Self-Image YouTube

Social Responsibility

  • Terry Fox YouTube
  • Building Community with Limited Resources (DStreaming)
  • Playing the Field (DStreaming)


  • Gangs & the Tough Decision to Stay Out (DStreaming)
  • How to Create The Good (YouTube)
  • Create The Good (Website)

(e) Discuss own and others’ understanding of various community and cultural traditions in various times and places as portrayed in a variety of visual, multimedia, oral, and print texts

(CR6.4) View, respond, and demonstrate comprehension of visual and multimedia grade-appropriate texts

(a) Display active viewing behaviours including preparing to view

  • First Nations Veterans
  • Aboriginal History – Did You Know?

(b) View for a variety of purposes including to understand and gather information, to form an opinion, and to enjoy and appreciate

(Not Responsible for inappropriate content, please view prior)

Must be at a GSSD school to access these resources:

Reference Resources

(CR6.5) Listen purposefully to understand, respond, and analyze oral information and ideas

(e) Restate or summarize major points and supporting details after a presentation or podcast and show understanding by the actions taken

Podcasts & Audio Books

(CR6.7) Read independently and demonstrate comprehension of a variety of information texts

Fiction & Non-Fiction




Magazines & Newspapers

(a) Create spoken, written, and other representations

Digital Tools

(b) Express and explain findings on a topic, question, problem, or issue in an appropriate visual, multimedia, oral, and written format using inquiry

(c) Use inquiry to explore a problem, question

Gather & record ideas & info

Answer inquiry or research questions from a variety of sources

(CC6.4) Create and present a variety of representations that communicate ideas and information to inform or persuade and to entertain an audience
(e) Incorporate aids (e.g., photographs, illustrations, models, artifacts, diagrams, sound) in presentations

(CC6.6) Use oral language appropriately to express a range of information and ideas in formal and informal situations
(g) Prepare and give oral presentations

(o) Read aloud short poetry or process passages with expression and fluency

(CC6.8) Experiment with a variety of text forms

(c) Create narratives about an incident

(d) Create expository, informational, and procedural texts

(e) Create descriptive texts about a place

( f) Create persuasive texts on a stand or viewpoint as follows:

Digital Tools for Inspiration/Writing

(h) Share writing-in-progress in various ways (e.g., author’s circle, peer response)

Web 2.0 (Add to your Blog or wiki)

(CC6.9) Prepare a teacher-guided inquiry report related to a stand on a topic, theme, or issue

(a) Generate key research questions to guide inquiry and seek required information and data from a variety of sources

Create and follow a plan to collect and record information within a pre-established frame

Cite more than one source, when appropriate (Use two to three informational sources to research an assigned topic.)

(AR6.1 & 2) Assess & Reflect

Meet The Authors/Illustrators

Good Spirit Division (Password Protected)

Writing Resources
Professional Resources

Writing Tools


International Society for Technology in Education

Other Tools To Consider