As outlined by the Ontario Ministry of Education, the Grades 1 to 8 Language curriculum is based on principles that acknowledge an effective program must be informed by evidence-based research and responsive to the diverse identities and learning needs of all students. It also emphasizes a tiered approach to respond to the strengths and needs of all learners, including those with learning disabilities and ADHD.
The language curriculum is organized into four strands:
A. Literacy Connections and Applications
B. Foundations of Language (Including oral and non-verbal communication, word reading and spelling, morphology, vocabulary, fluency, and language conventions)
C. Comprehension: Understanding and Responding to Texts
D. Composition: Expressing Ideas and Creating Texts [1]
The knowledge and skills outlined in these strands are interdependent and complementary, as highlighted in the Language Curriculum document. This is important to note as we delve deeper into Tier 2 reading supports.
We will explore reading as one of the foundations of Language throughout this module. We’ll begin by looking at how reading fits within the Tiered Model of Support, and then take a closer look at Tier 2 Reading supports in particular.
Explore more: Supporting Early Literacy – LD@school Module
This resource highlights how literacy instruction can be adapted to support students with learning disabilities.
Hear from the field: Listen to an educator and administrator discuss how the revised curriculum and Right to Read Report have influenced reading Instruction in their district.