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In Grade 10, learners apply and extend their use of language with increasing effectiveness and intentionality across all areas of English language arts. They engage in academic and literary discussions and structured debates, drawing on effective language and sound reasoning to explore, develop, and support well-considered ideas and arguments, and begin to consider different perspectives. Learners investigate and examine how language choices, such as voice and tone, interact to shape meaning and influence communication within and across contexts.
Grade 10 learners engage with a broad range of literary and informational texts that explore global, cultural, historical, and contemporary themes. They examine themes, authors’ purposes and messages, and social commentary, and consider how texts shape meaning and influence audiences. Learners explore connections between texts and broader social issues, considering how they reflect and shape ideas and perspectives across contexts. Through close reading and analysis, learners refine questions across texts and contexts, integrate information from multiple sources, and communicate ideas and perspectives with increasing clarity and coherence.
As text creators, learners compose increasingly effective and well-crafted texts across genres and text types, such as analytical, persuasive, and creative works, selecting forms and modes purposefully to communicate with increasing clarity and coherence. They apply language conventions, expanded vocabulary, and purposeful stylistic choices, making increasingly effective decisions to suit audience and purpose. Through an intentional creation process, learners plan, draft, revise, and edit their work, focusing on clarity, coherence, and overall effectiveness.
By the end of Grade 10, learners apply analytical, expressive, and critical thinking skills with growing consistency and agency across all areas of English language arts. They are prepared to engage with increasingly complex language and literacy demands with greater independence as they continue their learning in English language arts.
The Guiding Principles for the Design of Learning Experiences and Assessment Practices provide guidance to all Manitoba educators as they design learning experiences and classroom assessments to strengthen, extend, and expand student learning.
Please note, this website continues to evolve, so please visit regularly to keep current with what’s new in the Learning Experiences and Assessment Practices section.
The Guiding Principles for the Evaluation and Communication of Student Learning build shared understandings of what is needed to ensure equity, reliability, validity, and transparency in judgment and communication of student learning.
Please note, this website continues to evolve, so please visit regularly to keep current with what’s new in the Evaluation and Communication of Student Learning section.
General Learning Outcome: Oral Language Communication
ELA.10.A1 Learners engage in oral language communication as a recursive process of listening, speaking, and interacting to construct meaning, exchange ideas and perspectives, and expand their understanding of themselves, others, and the world.
Listen and Comprehend
ELA.10.A1.1 Listen attentively to information, ideas, and experiences expressed; demonstrate understanding through note-taking, asking questions to clarify, verify, or challenge ideas to support comprehension.
ELA.10.A1.2 Examine how speakers use language choices, voice, organization, rhetorical strategies, and verbal/non-verbal communication to influence audience understanding and response.
Speak and Interact
ELA.10.A1.3 Apply the rules and structures of language (e.g., syntax, verb tense, word choice, grammar) when speaking to create a clear, coherent message according to purpose, context, and audience (informal, formal).
ELA.10.A1.4 Exchange and develop ideas through dialogue (partners, group); make relevant connections among the contributions and viewpoints of others to build shared thinking; respond thoughtfully and respectfully to deepen understanding and extend collaborative thinking.
General Learning Outcome: Language as the Foundation for Reading and Writing
ELA.10.A2 Learners build and apply foundational knowledge and skills, including letter knowledge, sound awareness, word structures, vocabulary knowledge, and language conventions, to engage as active readers, writers, and communicators.
Phonological Awareness
ELA.10.A2.1 Foundational literacy knowledge and skills developed in earlier grades continue to support learners as they engage with increasingly complex texts and specialized vocabulary. In Grades 9 to 12, phonological awareness, alphabetic knowledge, and phonics are not typically addressed as separate outcomes; rather, these foundational understandings are applied and integrated within reading, spelling, vocabulary development, and communication across contexts and disciplines.
Alphabetic Knowledge
ELA.10.A2.2 Foundational literacy knowledge and skills developed in earlier grades continue to support learners as they engage with increasingly complex texts and specialized vocabulary. In Grades 9 to 12, phonological awareness, alphabetic knowledge, and phonics are not typically addressed as separate outcomes; rather, these foundational understandings are applied and integrated within reading, spelling, vocabulary development, and communication across contexts and disciplines.
Phonics: Letter-Sound Relationships
ELA.10.A2.3 Foundational literacy knowledge and skills developed in earlier grades continue to support learners as they engage with increasingly complex texts and specialized vocabulary. In Grades 9 to 12, phonological awareness, alphabetic knowledge, and phonics are not typically addressed as separate outcomes; rather, these foundational understandings are applied and integrated within reading, spelling, vocabulary development, and communication across contexts and disciplines.
Spelling Conventions
ELA.10.A2.4 Foundational spelling knowledge and skills developed in earlier grades continue to support learners as they engage with increasingly complex texts and specialized vocabulary. In Grades 9 to 12, spelling conventions are not typically addressed as separate outcomes; rather, learners apply and refine their understanding of spelling patterns, word structures, word origins, and language conventions through reading, writing, vocabulary development, and communication across contexts and disciplines.
Word Structures and Meaning (Morphology)
ELA.10.A2.5 Analyze how morphological knowledge, including Greek and Latin roots, affixes, and word origins (etymology), contributes to vocabulary understanding and accurate spelling; apply this knowledge to strengthen comprehension, interpretation, and communication in speaking and writing.
Vocabulary Knowledge
ELA.10.A2.6 Apply an expanding vocabulary and knowledge of word relationships, meanings, and nuances to understand texts; select and refine vocabulary to communicate ideas clearly, precisely, and effectively in different contexts.
Language Conventions
ELA.10.A2.7 Analyze how language conventions (e.g., syntax, sentence structure, grammar, usage, mechanics) contribute to meaning, clarity, and coherence in texts; apply language conventions purposefully to communicate ideas clearly and effectively.
General Learning Outcome: Navigate Texts
ELA.10.B1 Learners draw on their knowledge, experiences, and awareness of text cues and conventions to establish purpose, anticipate meaning, and prepare for engagement with texts.
Activate Prior Knowledge
ELA.10.B1.1 Explain how prior knowledge, experiences, and information from various sources support understanding and interpretation of texts.
Establish Purpose and Focus
ELA.10.B1.2 Establish and explain a purpose for engaging with texts (e.g., task, context, interests, learning goals); generate and refine questions to focus attention, support text selection, and deepen understanding.
Use Text Cues and Conventions
ELA.10.B1.3 Examine and use text cues (e.g., structures, features, design elements, language patterns, visuals) and conventions across a range of texts; examine how they contribute to meaning and interpretations in different contexts.
General Learning Outcome: Construct Meaning
ELA.10.B2 Learners actively construct meaning when reading, viewing, and listening to texts by applying a range of comprehension strategies. They make connections, infer meaning, and monitor understanding to build knowledge and deepen understanding across a variety of contexts and text forms.
Predict and Infer
ELA.10.B2.1 Make, revise, and confirm predictions and inferences using prior knowledge, text content, and text cues; compare interpretations with others to recognize alternative perspectives and support understanding.
Make Connections
ELA.10.B2.2 Explain connections among personal experiences, texts, and knowledge of the world to deepen understanding, expand perspectives, and strengthen interpretations.
Monitor Understanding
ELA.10.B2.3 Monitor understanding to recognize when ideas, perspectives, or interpretations require further clarification; select and apply strategies (e.g., questioning, summarizing) to clarify, refine, and extend understanding.
ELA.10.B2.4 Apply a range of fluency skills and strategies, including pacing, rate, and expression (prosody), according to text demands and purpose to support comprehension and interpretation.
Summarize Meaning
ELA.10.B2.5 Summarize key ideas, concepts, and themes from texts by identifying the most important information and condensing it while maintaining the integrity of the author’s message; use summaries to clarify meaning and support interpretation.
General Learning Outcome: Think Critically about Texts
ELA.10.B3 Learners analyze ideas, information, viewpoints, and perspectives within and across texts to build understanding. Learners use evidence from texts to develop, support, and evaluate interpretations.
Analyze Ideas and Information
ELA.10.B3.1 Examine ideas, themes, facts, opinions, and perspectives within and across texts; explain how evidence supports interpretations and deepens understanding of people, experiences, and issues.
Critique Purpose, Viewpoint, and Perspective
ELA.10.B3.2 Examine how a text creator’s purpose, experiences, context, and use of text elements influence the representation of people, ideas, and events; compare how viewpoints and perspectives are emphasized, represented, or omitted across texts.
General Learning Outcome: Consolidate Understanding
ELA.10.B4 Learners reflect on, extend, and integrate new learning to develop deeper understandings. They respond to texts by sharing interpretations, perspectives, and insights that expand, challenge, and/or refine their thinking.
Reflect on New Learning
ELA.10.B4.1 Explain and connect new ideas and understandings gained from texts; reflect on how new learning extends or expands existing knowledge, experiences, and perspectives.
Response to Text: Self and Others
ELA.10.B4.2 Examine and share responses to texts by integrating personal, cultural, and textual connections; explain how ideas, aesthetic features, and perspectives contribute to insight, appreciation, and emotional response.
ELA.10.B4.3 Compare and explain personal response with those of others and of broader community contexts; examine how assumptions, experiences, and perspectives can shape interpretations and influence understanding.
General Learning Outcome: Plan and Develop Texts
ELA.10.C1 Learners generate and develop ideas, conduct research, evaluate sources, organize information, and select appropriate forms and modes to compose texts for a range of purposes and audiences.
Generate Ideas and Select Topic
ELA.10.C1.1 Generate ideas from a range of experiences, current events, literature, and cross-curricular learning, and select topics appropriate to purpose, form, and audience.
Research Sources
ELA.10.C1.2 Select and review information from multiple sources (e.g., oral, visual, digital, written); assess credibility and reliability, and compare how perspectives are shaped and represented across sources to develop and strengthen ideas.
Analyze Author’s Craft
ELA.10.C1.3 Analyze mentor texts to examine how authors use text cues (e.g., structures, features, design elements, language patterns, visuals) and conventions to shape meaning and influence the reader; select techniques to strengthen one’s own writing.
Plan and Develop Ideas
ELA.10.C1.4 Select and use strategies and planning tools appropriate to genre, purpose, and context; collect, organize, and record information; outline key steps to guide text development.
Choose Form
ELA.10.C1.5 Select form to suit varied purposes, audiences, and contexts to communicate ideas with clarity; when appropriate, combine oral, written, visual, and digital elements from different forms to extend ideas.
Create Text
ELA.10.C1.6 Compose and create texts for varied purposes, audiences, and contexts; make purposeful choices in structure, mode, style, design, and mechanics to shape meaning and communicate ideas; incorporate research, evidence, and/or craft techniques to develop meaningful texts.
ELA.10.C1.7 Use handwriting, keyboarding, and other composition tools to maintain clarity and readability when composing texts.
General Learning Outcome: Refine Texts
ELA.10.C2 Learners apply the key qualities of writing to revise, refine, and enhance texts for different purposes, contexts, and audiences.
Organize Content
ELA.10.C2.1 Re-evaluate the organization of content by applying knowledge of how texts are organized across forms, contexts, and modes; adjust the sequencing of ideas, text structures, and features to strengthen alignment with purpose, context, and audience.
Elevate Sentence Fluency
ELA.10.C2.2 Adjust sentence lengths, structures, and syntax to enhance clarity, coherence, rhythm, and flow; combine, revise and reorganize sentences to strengthen relationships among ideas within and across paragraphs; apply grammar conventions consistently to communicate effectively.
Enhance Word Choice
ELA.10.C2.3 Use accurate, effective, and discipline-specific language to suit purpose, context, and audience; revise word choice to strengthen meaning, enhance clarity, and reduce vague, repetitive, or imprecise language; use word choice to strengthen voice and contribute to style.
General Learning Outcome: Edit and Publish
ELA.10.C3 Learners proofread, edit, and refine texts by applying editing strategies to improve accuracy and clarity. They publish their work using appropriate tools, modes, and platforms to communicate for different purposes, contexts, and audiences.
Review Mechanics
ELA.10.C3.1 Apply knowledge of spelling and Canadian spelling conventions to edit and proofread texts, including those containing new and subject-specific vocabulary, for spelling accuracy; use print and digital resources to verify and edit spelling errors.
ELA.10.C3.2 Edit texts to apply capitalization conventions consistently across a range of forms and contexts, including formal titles, proper adjectives, dialogue, citations, and digital texts, to support clarity and readability.
ELA.10.C3.3 Edit and proofread texts to identify and correct punctuation errors using appropriate resources; apply punctuation conventions accurately and consistently to support clarity, emphasis, and meaning for different purposes, contexts, and audiences.
Publish Final Text
ELA.10.C3.4 Create and publish texts using intentional composition and design choices across a range of forms and genres; make effective choices in form, structure, language, and, when appropriate, mode to achieve a defined purpose and to engage intended audiences.
General Learning Outcome: Share Ideas and Communicate Effectively
ELA.10.D1 Learners organize and communicate ideas for others by making intentional choices about content, communication mode, and style for different purposes and contexts.
Express Ideas and Engage Audience
ELA.10.D1.1 Select, organize, and communicate ideas and relevant details for purpose, context, and audience (informal, formal); support points with relevant evidence or examples, as appropriate; use transitions and organizational structures to strengthen audience understanding.
ELA.10.D1.2 Select and use different communication modes (e.g., oral, visual, digital, written) in relation to purpose, context, and audience (informal, formal).
ELA.10.D1.3 Adjust communication style (e.g., tone, volume, and expression); align style in relation to content and audience (informal, formal) to effectively share ideas.
General Learning Outcome: Reflect on Learning and Plan Next Steps
ELA.10.D2 Learners use descriptive feedback and criteria to reflect on their learning, set goals, and monitor progress to inform next steps.
Reflect
ELA.10.D2.1 Analyze descriptive feedback from various sources; reflect on feedback and criteria to adjust strategies to strengthen ongoing progress.
Set Goals and Monitor Progress
ELA.10.D2.2 Set and refine learning goals using criteria and feedback; monitor progress by organizing evidence of learning to track growth and strengthen ongoing progress toward goals.
Curriculum implementation resources will include supplementary documents to support implementation. This section and the support documents will continue to be updated, so you are encouraged to visit the site regularly.
