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The official Ontario English, Grade 10, Academic curriculum
Ontario defines English, Grade 10, Academic by strands and outcomes. MapleMind teaches the same curriculum reorganized for one-skill-at-a-time tutoring — the table shows exactly where every official strand lands, and the ministry's own wording is quoted under each unit below.
Official source Ontario's official curriculumRead it on the government site — dcp.edu.gov.on.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Strand 1 | 16 | Oral Communication |
| Strand 2 | 14 | Reading and Literature Studies |
| Strand 3 | 19 | Writing |
| Strand 4 | 12 | Media Studies |
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How MapleMind teaches English, Grade 10, Academic — every unit, lesson, and skill
Every skill below runs as a short session: a plain-words lesson, a worked example, solving it together, then a five-question skill check that earns up to three stars. Guided Mode keeps it teaching instead of answer-handing — turning it off needs a parent's password.
Unit 1Oral CommunicationOfficial strand · Strand 1
Listening to understand and speaking to communicate in academic and literary situations: active listening, interpreting and analyzing oral texts, and delivering clear, effective spoken communication.
Listening to Understand
- Setting a purpose and goals for listeningeng2d.ENG2D.1.1 — Identify the purpose of a variety of listening tasks and set goals for specific tasks.
- Using active listening strategieseng2d.ENG2D.1.2 — Select and use appropriate active listening strategies when participating in a variety of classroom interactions.
- Listening comprehension strategies for complex textseng2d.ENG2D.1.3 — Select and use appropriate listening comprehension strategies before, during, and after listening to understand oral texts, including increasingly complex texts.
- Identifying the important ideas in oral textseng2d.ENG2D.1.4 — Identify the important information and ideas in oral texts, including increasingly complex texts, in a variety of ways.
- Interpreting oral texts with evidenceeng2d.ENG2D.1.5 — Develop and explain interpretations of oral texts, including increasingly complex texts, using evidence from the text and its oral and visual cues.
- Extending understanding by making connectionseng2d.ENG2D.1.6 — Extend understanding of oral texts, including increasingly complex texts, by connecting their ideas to personal knowledge and experience, other texts, and the world.
- Analyzing how oral texts communicateeng2d.ENG2D.1.7 — Analyse oral texts, including increasingly complex texts, focusing on how they communicate information, ideas, issues, and themes and influence the listener's response.
- Identifying perspectives and bias in oral textseng2d.ENG2D.1.8 — Identify and analyse the perspectives and/or biases evident in oral texts, including increasingly complex texts, and comment on questions they raise about beliefs, values, identity, and power.
- Evaluating presentation strategieseng2d.ENG2D.1.9 — Evaluate the effectiveness of a variety of presentation strategies used in oral texts, including increasingly complex texts, and suggest other strategies that could be used effectively.
- Communicating orally for a purpose and audienceeng2d.ENG2D.1.10 — Communicate orally for a variety of purposes, using language appropriate for the intended audience.
- Adapting interpersonal speaking strategieseng2d.ENG2D.1.11 — Demonstrate an understanding of interpersonal speaking strategies and adapt them to suit the purpose, situation, and audience, with sensitivity to cultural differences.
- Communicating a clear, structured argumenteng2d.ENG2D.1.12 — Communicate in a clear, coherent manner, using a structure and style appropriate to the purpose, subject matter, and intended audience.
- Word choice and stylistic devices in speakingeng2d.ENG2D.1.13 — Use appropriate words, phrases, and terminology, and different stylistic devices, to communicate meaning and engage the intended audience.
- Using vocal strategies effectivelyeng2d.ENG2D.1.14 — Identify a variety of vocal strategies, including tone, pace, pitch, and volume, and use them appropriately with sensitivity to audience needs and cultural differences.
- Using non-verbal cueseng2d.ENG2D.1.15 — Identify a variety of non-verbal cues, including facial expressions, gestures, and eye contact, and use them appropriately with sensitivity to audience needs and cultural differences.
- Using audio-visual aids to support a presentationeng2d.ENG2D.1.16 — Use a variety of audio-visual aids appropriately to support and enhance oral presentations and to engage an audience.
The official wording — 16 outcomes in this unit
- eng2d.ENG2D.1.1
identify the purpose of a variety of listening tasks and set goals for specific tasks
- eng2d.ENG2D.1.2
select and use appropriate active listening strategies when participating in a variety of classroom interactions
- eng2d.ENG2D.1.3
select and use appropriate listening compre- hension strategies before, during, and after listening to understand oral texts, including increasingly complex texts
- eng2d.ENG2D.1.4
identify the important information and ideas in oral texts, including increasingly complex texts, in a variety of ways
- eng2d.ENG2D.1.5
develop and explain interpretations of oral texts, including increasingly complex texts, using evidence from the text and the oral and visual cues used in it to support their interpre- tations
- eng2d.ENG2D.1.6
extend understanding of oral texts, including increasingly complex texts, by making connec- tions between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them
- eng2d.ENG2D.1.7
analyse oral texts, including increasingly com- plex texts, focusing on the ways in which they communicate information, ideas, issues, and themes and influence the listener’s/viewer’s response
- eng2d.ENG2D.1.8
identify and analyse the perspectives and/or biases evident in oral texts, including increas- ingly complex texts, and comment on any questions they may raise about beliefs, values, identity, and power
- eng2d.ENG2D.1.9
evaluate the effectiveness of a variety of pres- entation strategies used in oral texts, including increasingly complex texts, and suggest other strategies that could be used effectively
- eng2d.ENG2D.1.10
communicate orally for a variety of purposes, using language appropriate for the intended audience
- eng2d.ENG2D.1.11
demonstrate an understanding of a variety of interpersonal speaking strategies and adapt them to suit the purpose, situation, and audi- ence, exhibiting sensitivity to cultural differ- ences
- eng2d.ENG2D.1.12
communicate in a clear, coherent manner, using a structure and style appropriate to the purpose, subject matter, and intended audi- ence
- eng2d.ENG2D.1.13
use appropriate words, phrases, and terminol- ogy, and several different stylistic devices, to communicate their meaning and engage their intended audience
- eng2d.ENG2D.1.14
identify a variety of vocal strategies, including tone, pace, pitch, and volume, and use them appropriately and with sensitivity to audience needs and cultural differences
- eng2d.ENG2D.1.15
identify a variety of non-verbal cues, including facial expressions, gestures, and eye contact, and use them appropriately to help convey their meaning and with sensitivity to audience needs and cultural differences
- eng2d.ENG2D.1.16
use a variety of audio-visual aids appropriate- ly to support and enhance oral presentations and to engage an audience
Unit 2Reading and Literature StudiesOfficial strand · Strand 2
Reading and understanding a variety of academic and literary texts: applying comprehension strategies, analyzing form and style, and reading with fluency.
Reading for Meaning
- Reading diverse texts with a purposeeng2d.ENG2D.2.1 — Read a variety of student- and teacher-selected texts from diverse cultures and historical periods, identifying specific purposes for reading.
- Using reading comprehension strategieseng2d.ENG2D.2.2 — Select and use appropriate reading comprehension strategies before, during, and after reading to understand texts, including increasingly complex texts.
- Identifying important ideas and supporting detailseng2d.ENG2D.2.3 — Identify the most important ideas and supporting details in texts, including increasingly complex texts.
- Making and explaining inferenceseng2d.ENG2D.2.4 — Make and explain inferences about texts, including increasingly complex texts, supporting explanations with well-chosen stated and implied ideas from the texts.
- Extending understanding by making connectionseng2d.ENG2D.2.5 — Extend understanding of texts, including increasingly complex texts, by making appropriate connections to personal knowledge and experience, other texts, and the world.
- Analyzing how texts develop ideas and themeseng2d.ENG2D.2.6 — Analyse texts in terms of the information, ideas, issues, or themes they explore, examining how aspects of the texts contribute to these elements.
- Evaluating the effectiveness of texts with evidenceeng2d.ENG2D.2.7 — Evaluate the effectiveness of texts, including increasingly complex texts, using evidence from the text to support their opinions.
- Identifying perspectives and bias in textseng2d.ENG2D.2.8 — Identify and analyse the perspectives and/or biases evident in texts, including increasingly complex texts, and comment on questions they raise about beliefs, values, identity, and power.
Understanding Form and Style
- Characteristics of text formseng2d.ENG2D.2.9 — Identify a variety of characteristics of literary, informational, and graphic text forms and explain how they help communicate meaning.
- Text features and how they communicateeng2d.ENG2D.2.10 — Identify a variety of text features and explain how they help communicate meaning.
- Elements of style and their effectseng2d.ENG2D.2.11 — Identify a variety of elements of style in texts and explain how they help communicate meaning and enhance the effectiveness of the texts.
- Understanding words automatically in contexteng2d.ENG2D.2.12 — Automatically understand most words in a variety of reading contexts.
- Decoding unfamiliar wordseng2d.ENG2D.2.13 — Use appropriate decoding strategies to read and understand unfamiliar words.
- Strategies to expand vocabularyeng2d.ENG2D.2.14 — Identify and use a variety of strategies to expand vocabulary.
The official wording — 14 outcomes in this unit
- eng2d.ENG2D.2.1
read a variety of student- and teacher-selected texts from diverse cultures and historical peri- ods, identifying specific purposes for reading
- eng2d.ENG2D.2.2
select and use appropriate reading comprehen- sion strategies before, during, and after reading to understand texts, including increasingly com- plex texts
- eng2d.ENG2D.2.3
identify the most important ideas and sup- porting details in texts, including increasingly complex texts
- eng2d.ENG2D.2.4
make and explain inferences about texts, including increasingly complex texts, support- ing their explanations with well-chosen stated and implied ideas from the texts
- eng2d.ENG2D.2.5
extend understanding of texts, including increasingly complex texts, by making appro- priate connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them
- eng2d.ENG2D.2.6
analyse texts in terms of the information, ideas, issues, or themes they explore, examin- ing how various aspects of the texts contribute to the presentation or development of these elements
- eng2d.ENG2D.2.7
evaluate the effectiveness of texts, including increasingly complex texts, using evidence from the text to support their opinions
- eng2d.ENG2D.2.8
identify and analyse the perspectives and/or biases evident in texts, including increasingly complex texts, and comment on any questions they may raise about beliefs, values, identity, and power
- eng2d.ENG2D.2.9
identify a variety of characteristics of literary, informational, and graphic text forms and explain how they help communicate meaning
- eng2d.ENG2D.2.10
identify a variety of text features and explain how they help communicate meaning
- eng2d.ENG2D.2.11
identify a variety of elements of style in texts and explain how they help communicate meaning and enhance the effectiveness of the texts
- eng2d.ENG2D.2.12
automatically understand most words in a variety of reading contexts
- eng2d.ENG2D.2.13
use appropriate decoding strategies to read and understand unfamiliar words
- eng2d.ENG2D.2.14
identify and use a variety of strategies to expand vocabulary
Unit 3WritingOfficial strand · Strand 3
Developing and organizing content, drafting and revising in academic and literary forms and styles, and applying knowledge of conventions to academic and literary writing.
Developing and Organizing Content
- Identifying topic, purpose, and audienceeng2d.ENG2D.3.1 — Identify the topic, purpose, and audience for a variety of writing tasks.
- Generating and focusing ideaseng2d.ENG2D.3.2 — Generate, expand, explore, and focus ideas for potential writing tasks, using a variety of strategies and resources.
- Locating and selecting supporting informationeng2d.ENG2D.3.3 — Locate and select information to appropriately support ideas for writing, using a variety of strategies and resources.
- Organizing ideas with suitable patternseng2d.ENG2D.3.4 — Identify, sort, and order main ideas and supporting details for writing tasks, using strategies and organizational patterns suited to the content and purpose.
- Checking that ideas are relevant, accurate, and completeeng2d.ENG2D.3.5 — Determine whether the ideas and information gathered are relevant, accurate, and complete and appropriately meet the requirements of the writing task.
Using Knowledge of Form and Style
- Writing in a variety of forms for purposes and audienceseng2d.ENG2D.3.6 — Write for different purposes and audiences using a variety of literary, graphic, and informational forms.
- Establishing voice in writingeng2d.ENG2D.3.7 — Establish a distinctive voice in their writing, modifying language and tone skilfully to suit the form, audience, and purpose for writing.
- Choosing vivid, precise wordseng2d.ENG2D.3.8 — Use appropriate descriptive and evocative words, phrases, and expressions to make their writing clear, vivid, and interesting for the intended audience.
- Varying sentences and making smooth transitionseng2d.ENG2D.3.9 — Write complete sentences that communicate meaning clearly and accurately, varying sentence type, structure, and length skilfully to suit different purposes and making smooth, logical transitions between ideas.
- Recognizing beliefs and values in your writingeng2d.ENG2D.3.10 — Explain how their own beliefs, values, and experiences are revealed in their writing.
- Revising drafts to improve content and styleeng2d.ENG2D.3.11 — Revise drafts to improve the content, organization, clarity, and style of their written work, using a variety of teacher-modelled strategies.
- Producing revised drafts to criteriaeng2d.ENG2D.3.12 — Produce revised drafts of texts, including increasingly complex texts, written to meet criteria identified by the teacher, based on the curriculum expectations.
Applying Knowledge of Conventions
- Spelling correctly using rules and resourceseng2d.ENG2D.3.13 — Use knowledge of spelling rules and patterns, a variety of resources, and appropriate strategies to recognize and correct their own and others' spelling errors.
- Building and refining word choice for writingeng2d.ENG2D.3.14 — Build vocabulary for writing by confirming word meanings and reviewing and refining word choice, using a variety of resources and strategies.
- Punctuation for clauses and lists (semicolons)eng2d.ENG2D.3.15 — Use punctuation correctly and appropriately to communicate their intended meaning, including semicolons to separate independent clauses and complex list items.
- Punctuation for titles (italics and quotation marks)eng2d.ENG2D.3.15 — Use punctuation correctly and appropriately to communicate their intended meaning, including underlining or italics for book titles and quotation marks for shorter works.
- Grammar: writing correct sentence typeseng2d.ENG2D.3.16 — Use grammar conventions correctly and appropriately to communicate their intended meaning, constructing complete and correct simple, compound, complex, and compound-complex sentences.
- Grammar: agreement and verb tenseeng2d.ENG2D.3.16 — Use grammar conventions correctly and appropriately to communicate their intended meaning, making subjects and verbs agree, pronouns agree with antecedents, and selecting appropriate verb tense.
- Proofreading and correcting writingeng2d.ENG2D.3.17 — Proofread and correct their writing, using guidelines developed with the teacher and peers.
- Using presentation features to publisheng2d.ENG2D.3.18 — Use a variety of presentation features, including print and script, fonts, graphics, and layout, to improve the clarity and coherence of their work and heighten its appeal for their audience.
- Producing published work to criteriaeng2d.ENG2D.3.19 — Produce pieces of published work to meet criteria identified by the teacher, based on the curriculum expectations.
The official wording — 19 outcomes in this unit
- eng2d.ENG2D.3.1
identify the topic, purpose, and audience for a variety of writing tasks
- eng2d.ENG2D.3.2
generate, expand, explore, and focus ideas for potential writing tasks, using a variety of strategies and print, electronic, and other resources, as appropriate
- eng2d.ENG2D.3.3
locate and select information to appropriately support ideas for writing, using a variety of strategies and print, electronic, and other resources, as appropriate
- eng2d.ENG2D.3.4
identify, sort, and order main ideas and sup- porting details for writing tasks, using a variety of strategies and organizational patterns suited to the content and the purpose for writing
- eng2d.ENG2D.3.5
determine whether the ideas and information gathered are relevant to the topic, accurate, and complete and appropriately meet the require- ments of the writing task
- eng2d.ENG2D.3.6
write for different purposes and audiences using a variety of literary, graphic, and informational forms
- eng2d.ENG2D.3.7
establish a distinctive voice in their writing, modifying language and tone skilfully to suit the form, audience, and purpose for writing
- eng2d.ENG2D.3.8
use appropriate descriptive and evocative words, phrases, and expressions to make their writing clear, vivid, and interesting for their intended audience
- eng2d.ENG2D.3.9
write complete sentences that communicate their meaning clearly and accurately, varying sentence type, structure, and length to suit different purposes and making smooth and logical transitions between ideas
- eng2d.ENG2D.3.10
explain how their own beliefs, values, and experiences are revealed in their writing
- eng2d.ENG2D.3.11
revise drafts to improve the content, organiza- tion, clarity, and style of their written work, using a variety of teacher-modelled strategies
- eng2d.ENG2D.3.12
produce revised drafts of texts, including increas- ingly complex texts, written to meet criteria identified by the teacher, based on the curricu- lum expectations
- eng2d.ENG2D.3.13
use knowledge of spelling rules and patterns, a variety of resources, and appropriate strate- gies to recognize and correct their own and others’ spelling errors
- eng2d.ENG2D.3.14
build vocabulary for writing by confirming word meaning(s) and reviewing and refining word choice, using a variety of resources and strategies, as appropriate for the purpose
- eng2d.ENG2D.3.15
use punctuation correctly and appropriately to communicate their intended meaning
- eng2d.ENG2D.3.16
use grammar conventions correctly and appropriately to communicate their intended meaning clearly and fluently
- eng2d.ENG2D.3.17
proofread and correct their writing, using guidelines developed with the teacher and peers
- eng2d.ENG2D.3.18
use a variety of presentation features, includ- ing print and script, fonts, graphics, and lay- out, to improve the clarity and coherence of their work and to heighten its appeal for their audience
- eng2d.ENG2D.3.19
produce pieces of published work to meet criteria identified by the teacher, based on the curriculum expectations
Unit 4Media StudiesOfficial strand · Strand 4
Understanding, analyzing, and creating media texts: how they are built for purposes and audiences, their forms/conventions/techniques, and producing your own academic and literary media texts.
Understanding Media Texts
- How media texts suit purposes and audienceseng2d.ENG2D.4.1 — Explain how media texts, including increasingly complex texts, are created to suit particular purposes and audiences.
- Interpreting overt and implied media messageseng2d.ENG2D.4.2 — Interpret media texts, including increasingly complex texts, identifying and explaining the overt and implied messages they convey.
- Evaluating how effectively media texts communicateeng2d.ENG2D.4.3 — Evaluate how effectively information, ideas, issues, and opinions are communicated in media texts, including increasingly complex texts, and decide whether the texts achieve their intended purpose.
- Why media texts prompt different responseseng2d.ENG2D.4.4 — Explain why the same media text might prompt different responses from different audiences.
- Identifying perspectives and bias in media textseng2d.ENG2D.4.5 — Identify the perspectives and/or biases evident in media texts, including increasingly complex texts, and comment on questions they raise about beliefs, values, identity, and power.
- How production factors shape the media industryeng2d.ENG2D.4.6 — Explain how a variety of production, marketing, and distribution factors influence the media industry.
Media Forms, Conventions, and Creating Media Texts
- Characteristics of media formseng2d.ENG2D.4.7 — Identify general and specific characteristics of a variety of media forms and explain how they shape content and create meaning.
- Conventions and techniques in media formseng2d.ENG2D.4.8 — Identify conventions and/or techniques used in a variety of media forms and explain how they convey meaning and influence their audience.
- Planning a media text: topic, purpose, audienceeng2d.ENG2D.4.9 — Describe the topic, purpose, and audience for media texts they plan to create, and identify significant challenges they may face in achieving their purpose.
- Selecting an appropriate media formeng2d.ENG2D.4.10 — Select a media form to suit the topic, purpose, and audience for a media text they plan to create, and explain why it is an appropriate choice.
- Planning conventions and techniques for a media texteng2d.ENG2D.4.11 — Identify a variety of conventions and/or techniques appropriate to a media form they plan to use, and explain how these will help them communicate specific aspects of their intended meaning.
- Producing media textseng2d.ENG2D.4.12 — Produce media texts for a variety of purposes and audiences, using appropriate forms, conventions, and techniques.
The official wording — 12 outcomes in this unit
- eng2d.ENG2D.4.1
explain how media texts, including increasing- ly complex texts, are created to suit particular purposes and audiences
- eng2d.ENG2D.4.2
interpret media texts, including increasingly complex texts, identifying and explaining the overt and implied messages they convey
- eng2d.ENG2D.4.3
evaluate how effectively information, ideas, issues, and opinions, are communicated in media texts, including increasingly complex texts, and decide whether the texts achieve their intended purpose
- eng2d.ENG2D.4.4
explain why the same media text might prompt different responses from different audiences
- eng2d.ENG2D.4.5
identify the perspectives and/or biases evident in media texts, including increasingly complex texts, and comment on any questions they may raise about beliefs, values, identity, and
- eng2d.ENG2D.4.6
explain how a variety of production, marketing, and distribution factors influence the media industry
- eng2d.ENG2D.4.7
identify general and specific characteristics of a variety of media forms and explain how they shape content and create meaning
- eng2d.ENG2D.4.8
identify conventions and/or techniques used in a variety of media forms and explain how they convey meaning and influence their audi- ence
- eng2d.ENG2D.4.9
describe the topic, purpose, and audience for media texts they plan to create
- eng2d.ENG2D.4.10
select a media form to suit the topic, purpose, and audience for a media text they plan to create, and explain why it is an appropriate choice
- eng2d.ENG2D.4.11
identify a variety of conventions and/or tech- niques appropriate to a media form they plan to use, and explain how these will help them communicate specific aspects of their intended meaning
- eng2d.ENG2D.4.12
produce media texts for a variety of purposes and audiences, using appropriate forms, con- ventions, and techniques
Printable workbook · A keepsake of the year
A English, Grade 10, Academic workbook worth keeping
Built from the same official curriculum as this page. Before and after each skill above, your student colours in how sure they feel — so the two of you can see, on one page, what's clicking and what needs another look. It's a quiet way to follow how the year is really going.
By June it's full of their own handwriting: units worked through, confidence grown, a mid-year check-in, notes from parent-teacher night, and a certificate at the end. Less a worksheet, more a record of the year worth keeping on the shelf.
$4.99 CAD
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The OSSLT literacy test is a graduation requirement in Ontario. MapleMind builds reading and writing practice from this course and grades written answers with feedback. Our OSSLT prep guide has a full study plan.
Common questions
Can MapleMind help me with English, Grade 10, Academic?
Yes. MapleMind's AI tutor covers all 63 skills in Ontario's English, Grade 10, Academic — you pick the exact skill, and the tutor teaches it step by step: a short lesson, a worked example, solving together, then a skill check to show it stuck.
Is MapleMind aligned to Ontario's official curriculum?
Yes. Every skill in this course maps to an official outcome code from Ontario's Grade 10 English Language Arts curriculum, and the ministry's own wording is quoted under each unit on this page — with the official government source linked so you can check it yourself.
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That's the point of skill-level tutoring: open English, Grade 10, Academic in the app, tap the exact skill from the list on this page, and the tutor teaches just that — no wading through lessons you don't need.
Does MapleMind work in French or other languages?
Yes — 14 languages, including French. Both the app and the tutor's explanations switch to the language you choose.
Where can I see the official Ontario curriculum for English, Grade 10, Academic?
The official source is linked on this page — Ontario's official curriculum. The outline here follows it: every MapleMind skill carries its official outcome code, and the ministry's own wording is quoted under each unit.
Does MapleMind help with the OSSLT?
Yes. The OSSLT literacy test is a graduation requirement in Ontario. MapleMind builds reading and writing practice from this course and grades written answers with feedback.
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