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In Grade 11, learners analyze and deepen their use of language with increasing independence and insight across all areas of English language arts. They engage in academic and literary discussions, debates, and critical analysis by drawing on rhetorical strategies, critical reasoning, and purposeful communication to clarify ideas and consider different perspectives. Learners refine their understandings of how language shapes perspectives and influences social, cultural, and civic action by examining how elements, such as voice and tone, influence communication within and across contexts.
Grade 11 learners engage with and explore a broad range of literary and transactional texts spanning time periods, genres, cultures, and world views. They analyze how themes, author’s purpose, and perspectives are developed through text elements such as structure, symbolism, tone, and context, and how these elements shape meaning and influence audiences. Learners examine relationships between texts and contemporary issues, considering how texts reflect and shape ideas, perspectives, and societal values. Through close reading and comparative analysis, learners examine ideas across texts and contexts, connect texts to real-world issues, and consider ethical, philosophical, and cultural questions with growing insight and depth.
As text creators, learners compose texts across academic, creative, and real-world genres and text types, making deliberate choices in structure, language, form, and mode to communicate with coherence, depth, and effectiveness for specific purposes and audiences. They integrate language conventions, vocabulary, and stylistic choices to communicate with clarity and voice, developing well-reasoned arguments supported by relevant and credible evidence. Through a reflective creation process, learners plan, draft, revise, and refine their work to strengthen coherence by making increasingly purposeful choices in response to audience and context.
In Grade 11 Comprehensive Focus, learners engage with texts and topics in a balanced approach with equal attention to literary and transactional forms. This includes texts that use language and other modes to represent ideas, experiences, emotions, and images, alongside texts that explain information and viewpoints. Learners deepen their understanding of various texts and forms by engaging with and examining how ideas and information are represented across a range of texts. As text creators, learners compose texts in literary and transactional forms for varied purposes and audiences. In Grade 11 Comprehensive Focus, learners experience and produce a variety of texts, with approximately 50 percent literary and 50 percent transactional in purpose.
In Grade 11 Literary Focus, learners engage with texts and topics, with an emphasis on forms with literary purposes. This includes texts that use language and other modes to represent ideas, experiences, emotions, or images. Learners expand their understanding of literary texts by engaging with a range of texts, drawing on additional sources and perspectives to examine how ideas, perspectives, and narratives are developed and conveyed. As text creators, learners compose texts in literary and transactional forms for a range of purposes and audiences. In Grade 11 Literary Focus, learners experience and produce a variety of texts, with approximately 70 percent literary and 30 percent transactional in purpose.
In Grade 11 Transactional Focus, learners engage with texts and topics, with an emphasis on forms with transactional purposes. This includes texts that use language and other modes to convey ideas, information, and viewpoints for a range of purposes and audiences, including prompting action. Learners expand their understanding of transactional texts and forms by engaging with a range of texts, drawing on related literary texts flexibly and purposefully to deepen their examination of how perspective, voice, and representation shape the presentation of ideas, information, and viewpoints. As creators, learners compose texts in transactional and literary forms for a range of purposes and audiences. In Grade 11 Transactional Focus, learners experience and produce a variety of texts, with approximately 70 percent transactional and 30 percent literary in purpose.
By the end of Grade 11, learners apply analytical, expressive, and critical thinking skills with independence and flexibility across all areas of English language arts. They are prepared to engage with more complex language and literacy demands 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.11.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.11.A1.1 Listen attentively to information, ideas, and experiences expressed to understand content and interpret point of view; respond to the contributions of others by asking questions to clarify, verify or challenge ideas and conclusions; connect new learning to deepen comprehension.
ELA.11.A1.2 Analyze how speakers use language choices, voice, perspective, organization, rhetorical strategies, and verbal/non-verbal communication to engage audiences, establish purpose, and shape meaning.
Speak and Interact
ELA.11.A1.3 Adapt the rules and structures of language flexibly (e.g., syntax, verb tense, word choice, grammar) when speaking to deliver coherent messages according to different purposes, contexts, and audiences (informal, formal).
ELA.11.A1.4 Express and refine ideas through dialogue (partners, groups); recognize and integrate multiple viewpoints and perspectives; respond thoughtfully and respectfully to the contributions of others to co-construct meaning, deepen understanding, and strengthen collaborative thinking.
General Learning Outcome: Language as the Foundation for Reading and Writing
ELA.11.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.11.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.11.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.11.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.11.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.11.A2.5 Analyze and evaluate how morphological knowledge, including Greek and Latin roots, affixes, and word origins (etymology), contributes to vocabulary understanding and accurate spelling; apply this knowledge to deepen comprehension, strengthen analysis, and enhance communication in speaking and writing.
Vocabulary Knowledge
ELA.11.A2.6 Apply a broad vocabulary and knowledge of word relationships, meanings, and nuances to understand and interpret texts; align vocabulary choices to communicate precise ideas, and achieve specific purposes across contexts.
Language Conventions
ELA.11.A2.7 Analyze how language conventions (e.g., syntax, sentence structure, grammar, usage, mechanics) influence meaning, style, and clarity in texts; apply language conventions intentionally to communicate ideas coherently and effectively across a range of contexts.
General Learning Outcome: Navigate Texts
ELA.11.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.11.B1.1 Examine and explain how prior knowledge, experiences, and information from various sources contribute to interpretations and perspectives of texts.
Establish Purpose and Focus
ELA.11.B1.2 Examine and explain how setting a purpose influences text selection, interpretation, and response; generate and refine questions to focus attention, deepen understanding, and extend interpretation.
Use Text Cues and Conventions
ELA.11.B1.3 Assess and use text cues (e.g., structures, features, design elements, language patterns, visuals) and conventions across a range of texts; analyze how they contribute to meaning and influence interpretations across contexts.
General Learning Outcome: Construct Meaning
ELA.11.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.11.B2.1 Make, revise, and confirm predictions and inferences using prior knowledge, text content, text cues, and other sources of information; compare interpretations with others to consider alternative perspectives and refine understanding.
Make Connections
ELA.11.B2.2 Examine and explain connections among personal experiences, texts, and knowledge of the world to deepen understandings, broaden perspectives, and refine interpretations.
Monitor Understanding
ELA.11.B2.3 Monitor understanding to identify gaps, uncertainties, or inconsistencies in meaning; select and apply a range of strategies (e.g., questioning, summarizing) to clarify meaning, verify interpretations, and extend understanding.
ELA.11.B2.4 Apply and adjust fluency skills and strategies, including pace, rate, and expression (prosody), according to text demands, purpose, and context to support comprehension and analysis of complex texts.
Summarize Meaning
ELA.11.B2.5 Summarize key ideas, concepts, and themes from within and across texts while maintaining the integrity of the author’s message; use summaries to clarify meaning, support interpretation, and inform analysis.
General Learning Outcome: Think Critically about Texts
ELA.11.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.11.B3.1 Critique ideas, themes, facts, opinions, and perspectives within and across texts; evaluate how evidence supports interpretations and contributes to the understanding of people, experiences, and issues.
Critique Purpose, Viewpoint, and Perspective
ELA.11.B3.2 Analyze how a text creator’s social, cultural, and historical contexts, as well as their purpose, experiences, and use of text elements, influence the representation of people, ideas, and issues; examine how texts include, exclude, or emphasize viewpoints and perspectives.
General Learning Outcome: Consolidate Understanding
ELA.11.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.11.B4.1 Synthesize new ideas and understandings from texts; reflect on how new learning extends, challenges, or refines existing knowledge, experiences, and perspectives.
Response to Text: Self and Others
ELA.11.B4.2 Analyze 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.11.B4.3 Compare and explain personal responses with those of others and of broader community contexts; reflect on how assumptions, experiences, perspectives, and identities influence personal and societal interpretations of texts; consider alternative viewpoints to extend, refine, or reconsider understanding.
General Learning Outcome: Plan and Develop Texts
ELA.11.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.11.C1.1 Generate ideas from a variety of experiences, current events, texts, and cross-curricular learning; select topics aligned with purpose, form, perspective, context, and audience.
Research Sources
ELA.11.C1.2 Integrate and evaluate information from multiple sources (e.g., oral, visual, digital, written); assess credibility, reliability, and how perspectives are shaped and represented across sources to enhance and strengthen ideas.
Analyze Author’s Craft
ELA.11.C1.3 Analyze mentor texts to examine how authors use text cues (e.g., structures, features, design elements, language patterns, visuals) and conventions to develop meaning and perspective; select techniques to enhance clarity and impact in one’s own writing.
Plan and Develop Ideas
ELA.11.C1.4 Select and use organizational strategies and tools to plan texts for varied purposes and contexts; organize and prioritize information; refine and reorganize planning steps to guide text development.
Choose Form
ELA.11.C1.5 Select and adapt form to suit varied purposes, audiences, and contexts to communicate ideas with clarity; when appropriate, combine forms to enhance and extend ideas.
Create Text
ELA.11.C1.6 Compose and create texts for varied purposes, audiences, and contexts; make deliberate choices in structure, mode, style, design, and mechanics to shape meaning and communicate ideas; integrate research, evidence, and/or craft techniques to develop meaningful texts.
ELA.11.C1.7 Use handwriting, keyboarding, and other composition tools effectively to maintain clarity, readability, and coherence when composing texts.
General Learning Outcome: Refine Texts
ELA.11.C2 Learners apply the key qualities of writing to revise, refine, and enhance texts for different purposes, contexts, and audiences.
Organize Content
ELA.11.C2.1 Re-evaluate the organization of content by applying knowledge of how texts are organized across forms, contexts, and modes; refine the sequencing of ideas, text structures, and features to strengthen alignment with purpose, context, and audience.
Elevate Sentence Fluency
ELA.11.C2.2Adapt sentence lengths, structures, and syntax to enhance clarity, emphasis, rhythm, and flow; refine sentences within and across paragraphs to strengthen coherence and stylistic effect; evaluate and apply grammar conventions to support effective communication.
Enhance Word Choice
ELA.11.C2.3 Use precise, discipline-specific language, including rhetorical devices, to suit purpose, context, and audience; refine word choice to convey meaning with greater accuracy and nuance; use word choice purposefully to cultivate voice and develop style.
General Learning Outcome: Edit and Publish
ELA.11.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.11.C3.1 Apply knowledge of spelling and Canadian spelling conventions to edit and proofread texts, including those containing specialized vocabulary, for spelling accuracy and consistency; use print and digital resources to verify, evaluate, and correct spelling.
ELA.11.C3.2 Edit texts to apply capitalization conventions appropriate for academic, professional, and digital contexts; apply genre-specific and disciplinary conventions, including formal citations, to support consistency and accuracy.
ELA.11.C3.3 Edit and proofread texts to identify, explain, and correct punctuation errors using appropriate resources; apply punctuation conventions purposefully to enhance meaning, emphasis, and tone for different purposes, contexts, and audiences.
Publish Final Text
ELA.11.C3.4 Create and publish texts using intentional composition and design choices across a range of forms and genres; make deliberate choices in form, structure, language, and, when appropriate, mode to achieve a defined purpose and to engage audiences.
General Learning Outcome: Share Ideas and Communicate Effectively
ELA.11.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.11.D1.1 Select, organize, and communicate ideas and relevant details for purpose, context, and audience (informal, formal); integrate relevant evidence or examples, as appropriate; use transitions and organizational structures to create a coherent message that supports audience understanding.
ELA.11.D1.2 Analyze and select communication modes (e.g., oral, visual, digital, written) in relation to purpose, context, and audience (informal, formal).
ELA.11.D1.3 Adapt and integrate communication style (e.g., tone, volume, expression) in relation to content and audience (informal, formal); use language choices intentionally (rhetorical techniques) to effectively share ideas.
General Learning Outcome: Reflect on Learning and Plan Next Steps
ELA.11.D2 Learners use descriptive feedback and criteria to reflect on their learning, set goals, and monitor progress to inform next steps.
Reflect
ELA.11.D2.1 Evaluate multi-layered feedback; reflect on feedback and criteria to inform decisions; adapt strategies to extend ongoing progress.
Set Goals and Monitor Progress
ELA.11.D2.2 Formulate and adjust learning goals using criteria and feedback; monitor progress by analyzing evidence of learning to track growth and enhance 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.
