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Overview
English language arts and literature is essential to foundational literacy and communication skills. It prepares students for ongoing learning as they build successful and fulfilling lives and make meaningful contributions to their communities and the world.
Students will learn about historical aspects and contemporary applications of the English language through reading, writing, listening, speaking, viewing, and representing in order to communicate effectively in a variety of situations. By exploring a wide variety of texts from both local and global communities, students build empathy, broaden perspectives and expand worldviews. Students think critically about ideas and information and explore creative expression individually and with others.
Find out more about the K to 6 curriculum implementation.
Resources (updated April 2024)
- How to use New.LearnAlberta.ca (video)
- Read the new and draft K to 6 curriculum on New.LearnAlberta.ca
- Download the new K to 6 curriculum fact sheets
- Download the draft K to 6 social studies curriculum fact sheet
From draft to new curriculum: Content update summary
Current and new curriculum comparison
The following table shows how elements in the current K to 6 English language arts and literature curriculum, published in 2000, compare to the new curriculum. The comparisons provide examples and do not represent all the changes that were made.
| Current curriculum (2000) examples | New curriculum (April 2022) examples | |
|---|---|---|
| Literature | There is no focus on works of literature. | Opportunities are provided for students to study a wide variety of texts from many communities, cultures, and perspectives. |
| Writing | Writing is not addressed in a clear, organized progression.
Grammar, spelling and punctuation conventions are not identified in detail. |
Students develop writing skills in an organized, orderly way to effectively express ideas and information in a variety of forms.
There are clear expectations for students to learn grammar, spelling and punctuation across all grades. |
| Reading | There is a limited focus on reading fluency.
Reading comprehension strategies are not presented in a clear progression. |
There are clear expectations for students to develop accurate, automatic and expressive reading skills in all grades.
Reading comprehension strategies follow a clear progression to enable students to understand information and ideas. |
| Oral communication | Oral language is generally addressed through listening and speaking. | There are clear expectations for students to develop oral language skills by listening, speaking, delivering speeches, presenting and collaborating. |
| Phonological awareness
(The ability to identify and manipulate sounds in oral language) |
There is little focus on students learning to identify and manipulate sounds when speaking. | There is a strong emphasis on phonological awareness from Kindergarten to Grade 2, and this is applied to reading and writing in later grades. |
| Phonics | Learning the relationships between sounds and letters (phonics) happens in a general way through reading. | There are clear expectations for students to learn phonics from Kindergarten to Grade 3 then apply this learning to reading and writing in later grades. |
| Vocabulary and morphology
(The study of words and their parts, such as prefixes, suffixes and base words) |
Vocabulary and morphology are generally addressed through word analysis and comprehension. | There are clear expectations for students to build their knowledge of vocabulary and word parts (morphology) from grade to grade. |
| Text form | The term text is not clearly defined.
General references are included to the forms, structures, and formats used to communicate information and ideas. |
The term text is clearly defined to be more inclusive and diverse and to support digital and non-digital learning. It includes information and ideas provided in books, reports, websites, media, diagrams, pictures, oral stories, and more.
Clear, detailed learning progressions that focus on text forms and structures are included, supporting reading, writing, listening, speaking, viewing, and representing information and ideas digitally and non-digitally. |
Snapshot by grade
In new English language arts and literature, students will learn about reading fluency and comprehension, writing conventions and form, and oral language.
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