Saskatchewan · Grade 10
English Language Arts A10 / B10
Saskatchewan’s Grade 10 English course, from Comprehend and Respond (Semester A) to Assess and Reflect (Semester B).
- Units
- 6
- Lessons
- 6
- Skills
- 28
- Provincial exam
- None
- Official curriculum
- Saskatchewan Ministry of Education
Unit by unit
Every skill in the course, with its official code.
Unit 1 · 6 skills
Comprehend and Respond (Semester A)
Comprehend and Respond
Responding to Foundational Stories, Life's Challenges, and Human Existence
Responding to identity texts (Foundational Stories)
I can respond personally and critically to identity texts, including First Nations and Métis foundational stories, using evidence from the text.
Official code: CR A10.1
Responding to social-responsibility texts (Destiny and Challenges of Life)
I can respond to social-responsibility texts and discuss how they convey, challenge, or affirm the values of a community.
Official code: CR A10.1
Responding to social-action texts (Human Existence)
I can respond to social-action texts and generate significant, thought-provoking questions about human existence and agency.
Official code: CR A10.1
Viewing and critically responding to film and media
I can view a documentary, film, or other visual text critically and prepare a supported critical response.
Official code: CR A10.2
Listening critically to talks, interviews, and discussions
I can listen critically to a talk, interview, or discussion, take notes, and draw supported conclusions.
Official code: CR A10.3
Reading and interpreting literary and informational texts
I can read a range of literary and informational texts closely, interpret their themes, and defend a critical response.
Official code: CR A10.4
The official wording · 6 outcomes
- CR A10.1
- Comprehend and respond to a variety of visual, oral, print, and multimedia texts that address: • identity (e.g., Foundational Stories);
- CR A10.1
- texts that address: • social responsibility (e.g., Destiny and Challenges of Life); and
- CR A10.1
- texts that address: • social action (agency) (e.g., Human Existence).
- CR A10.2
- View, interpret, summarize, and draw conclusions about the ideas and information presented in a variety of illustrations, charts, graphs, and television, film, and video presentations including a documentary or current affairs program.
- CR A10.3
- Listen to, interpret, summarize, and draw conclusions about the ideas and information presented in a variety of literary and informational texts including group discussions, oral readings, interviews, and prepared talks about a topic being studied.
- CR A10.4
- Read, interpret, and draw conclusions about the ideas, information, concepts, and themes presented in a variety of literary (including poems, plays, essays, short stories, novels) and informational (including magazines, newspapers, and on-line information) texts.
Key ideas
Identity texts explore how personal, cultural, and community identity is formed; foundational stories (including First Nations and Métis oral and written traditions) carry a people's understanding of who they are.
A strong response holds two things together: a personal connection (how the text relates to your own experience) and a critical judgement (how effectively the text conveys its ideas), each justified with specific support from the text.
Social-responsibility texts explore our obligations to others and to community as people face the challenges of life.
Texts can convey, challenge, or support and affirm individual and community values — analyzing which one a text does, and how, deepens your response.
Social-action (agency) texts explore what individuals and communities can do to change their circumstances — the sense that people have the power to act.
Watch out for
- Treating a personal response as enough on its own, without any critical evaluation of how the text works.
- Making claims about a text's identity themes without citing specific words, images, or events as support.
- Assuming a text only ever affirms values, missing where it challenges or complicates them.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 6 skills
Compose and Create (Semester A)
Compose and Create
Composing on Foundational Stories, Life's Challenges, and Human Existence
Composing identity texts (Foundational Stories)
I can compose a text that explores identity with a clear thesis, supporting details, and a voice suited to my audience and purpose.
Official code: CC A10.1
Composing social-responsibility texts (Destiny and Challenges of Life)
I can compose a social-responsibility text and carry out a project-based inquiry, documenting my sources correctly.
Official code: CC A10.1
Composing social-action texts (Human Existence)
I can compose a social-action text with a clear thesis, coherent progression, and a convincing conclusion.
Official code: CC A10.1
Presenting key ideas with charts, drama, and media
I can prepare and deliver a visual or multimedia presentation that explains key ideas with a clear introduction, body, and conclusion.
Official code: CC A10.2
Speaking in formal and informal situations
I can prepare and deliver a formal talk and take part effectively in group discussion.
Official code: CC A10.3
Writing literary and informational texts
I can write a literary text (such as a review or historical persona essay) and an informational report, attending to purpose, audience, and form.
Official code: CC A10.4
The official wording · 6 outcomes
- CC A10.1
- Compose and create a range of visual, multimedia, oral, and written texts that explore: • identity (e.g., Foundational Stories);
- CC A10.1
- texts that explore: • social responsibility (e.g., Destiny and Challenges of Life); and
- CC A10.1
- texts that explore: • social action (agency) (e.g., Human Existence).
- CC A10.2
- Explain and present to a familiar audience the key ideas and events (actual or based on a text studied) through an appropriate combination of charts, diagrams, sound, models, drama, and print.
- CC A10.3
- Use oral language to express a range of information and ideas in formal (including a prepared talk on a familiar topic, an oral presentation of a passage of prose or poetry, retelling a narrative or recounting an experience or event) and informal (discussion and group work) situations.
- CC A10.4
- Compose and create a variety of written literary (including a historical persona essay and a review) and informational (including an observation [eye-witness] report and researched or technical report) texts attending to various elements of discourse (e.g., purpose, speaker, audience, form).
Key ideas
Composing an identity text means making a controlled choice of thesis, details, organization, voice, and conclusion — not just self-expression.
You can respond to experiences or texts (a foundational story, a personal event) through representing, speaking, or writing, choosing the form that best carries your message.
A project-based inquiry means defining a research purpose, forming focus questions, accessing and evaluating a variety of sources, and drawing logical conclusions.
Ethical composing requires citing every source — summarized and paraphrased ideas included — using a standard format (such as MLA or APA) and understanding the consequences of plagiarism.
Texts about social action argue for what individuals and communities can do; they need a clear thesis and logical points that build support for the message.
Watch out for
- Writing about yourself with no controlling thesis or organization.
- Using the same voice and register for every audience and purpose.
- Treating inquiry as gathering any information rather than evaluating sources for credibility and usefulness.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 2 skills
Assess and Reflect (Semester A)
Assess and Reflect
Evaluating Work and Setting Goals (Semester A)
Building and applying criteria to evaluate work
I can build criteria and use them to evaluate my own and others' work fairly.
Official code: AR A10.1
Setting language-learning goals and strategies
I can set a personal language-learning goal and choose strategies to help me reach it.
Official code: AR A10.2
The official wording · 2 outcomes
- AR A10.1
- Establish and apply criteria to evaluate own and others’work.
- AR A10.2
- Set personal language learning goals and select strategies to enhance growth in language learning.
Key ideas
Establishing criteria — such as helping create a rubric — turns 'good' and 'bad' into specific, checkable qualities you can apply to any product.
Feedback is a tool: you use it to evaluate your own effectiveness, support others in group work, and set goals in language learning.
A useful goal is specific and paired with a chosen strategy — a concrete plan for how you will grow, not just a wish to 'do better.'.
Language also lets us recognize growth: using it to congratulate, encourage, and properly recount an accomplishment is part of reflective practice.
Watch out for
- Judging work by vague overall impressions instead of established, applied criteria.
- Treating feedback as a grade to accept rather than information to act on.
- Setting a goal with no strategy, so there is no plan to actually improve.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 4 · 6 skills
Comprehend and Respond (Semester B)
Comprehend and Respond
Responding to Diversity, Responsibility, and Justice
Responding to identity texts (Diversity of Being)
I can respond to identity texts that present diverse viewpoints and reflect diverse worldviews and backgrounds.
Official code: CR B10.1
Responding to social-responsibility texts (Degrees of Responsibility)
I can respond to social-responsibility texts, test their ideas and values against my own, and place a text in its historical context.
Official code: CR B10.1
Responding to social-action texts (Justice and Fairness)
I can respond to social-action texts about justice and fairness and connect culturally significant works to broader studies.
Official code: CR B10.1
Viewing and reporting from multiple sources
I can view and synthesize more than one visual source to develop and support a position, and recognize persuasive techniques.
Official code: CR B10.2
Listening and judging ideas critically
I can listen critically to talks and discussions, distinguish fact from opinion, and form supported judgements.
Official code: CR B10.3
Reading classical and contemporary texts
I can read classical and contemporary texts fluently, recognize stylistic devices, and prepare a critical response.
Official code: CR B10.4
The official wording · 6 outcomes
- CR B10.1
- Comprehend and respond to a variety of visual, oral, print, and multimedia texts that address: • identity (e.g., Diversity of Being);
- CR B10.1
- texts that address: • social responsibility (e.g., Degrees of Responsibility); and
- CR B10.1
- texts that address: • social action (agency) (e.g., Justice and Fairness).
- CR B10.2
- View, interpret, and report on ideas and information from more than one source to develop and support positions on various topics related to the course including identity, social responsibility, and personal agency.
- CR B10.3
- Listen to, comprehend, interpret, and summarize information and ideas presented in a variety of literary and informational texts including group discussion, oral readings, interviews, prepared talks, and a talk-back show about a topic or issue being studied.
- CR B10.4
- Read, interpret, and summarize a wide variety of classical and contemporary literary (including drama, biography, autobiography, poetry, short stories, novels) and informational (including letters, diaries, memoranda, electronic communications) texts.
Key ideas
The diversity of being means identity texts present many different viewpoints, worldviews, and backgrounds — culture, ability, age, gender, language, and more.
Responding well means applying personal experience and prior knowledge to develop an interpretation, and identifying how human experiences and values are reflected in the text.
Texts explore degrees of responsibility — how much people owe, and to whom; critical response means testing the text's ideas and values against your own.
A text can be analyzed in relation to the themes and issues of a particular period in time, revealing recurrent patterns and themes.
Texts about justice and fairness examine what individuals and communities can do to make things right — social action driven by a sense of agency.
Watch out for
- Expecting all identity texts to present a single, familiar viewpoint.
- Responding only personally without identifying the values and experiences the text reflects.
- Reading a historical text only for plot, ignoring the period's issues it engages.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 5 · 6 skills
Compose and Create (Semester B)
Compose and Create
Composing on Diversity, Responsibility, and Justice
Composing identity texts (Diversity of Being)
I can compose an identity text that articulates a defensible point of view supported by a clear thesis.
Official code: CC B10.1
Composing social-responsibility texts (Degrees of Responsibility)
I can compose a social-responsibility text built on a project-focused inquiry that synthesizes several sources.
Official code: CC B10.1
Composing social-action texts (Justice and Fairness)
I can compose a social-action text about justice and fairness that compiles information into a clear format and draws conclusions.
Official code: CC B10.1
Creating a research presentation
I can create a visual or multimedia presentation that supports a prepared talk on a researched issue.
Official code: CC B10.2
Speaking to inform and persuade
I can speak formally to explain and defend a point of view and use elements of classical speech form.
Official code: CC B10.3
Writing business and literary communications
I can write informational forms (business letter, profile, problem-solution essay) and literary forms (journal entries, a short script) that fit their purpose.
Official code: CC B10.4
The official wording · 6 outcomes
- CC B10.1
- Compose and create a range of visual, multimedia, oral, and written texts to explore: • identity (e.g., Diversity of Being);
- CC B10.1
- texts to explore: • social responsibility (e.g., Degrees of Responsibility); and
- CC B10.1
- texts to explore: • social action (agency) (e.g., Justice and Fairness).
- CC B10.2
- Create and present a visual or multimedia presentation supporting a prepared talk on a researched issue, using either digital or other presentation tools.
- CC B10.3
- Use oral language to express a range of information and ideas in formal (including a prepared talk on a researched issue, an interview, an oral reading of prose or poetry, and an explanation and defence of a personal point of view) and informal (including discussion and group work) situations.
- CC B10.4
- Create a variety of written informational (including a business letter, biographical profile, problem- solution essay) and literary (including fictionalized journal entries and a short script) communications.
Key ideas
Composing here means developing and articulating a defensible point of view on individual, community, national, and world issues — a position you can support.
The created text needs a clear thesis with logical points, appropriate style and voice, coherent progression, and a justifiable conclusion.
A project-focused inquiry generates researchable questions, compiles information from primary and secondary sources, and synthesizes content from several authors on one issue.
Synthesis means interpreting and reporting from more than one source to develop and support a position, then drawing conclusions — not just stacking quotations.
Texts about justice and fairness argue for action; compiling ideas and information into reports, summaries, and other formats gives the argument a shape a reader can follow.
Watch out for
- Stating an opinion without developing it into a defensible, supported position.
- Reaching a conclusion the text's points do not actually justify.
- Reporting sources one by one without synthesizing them into a position.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 6 · 2 skills
Assess and Reflect (Semester B)
Assess and Reflect
Evaluating Work and Setting Goals (Semester B)
Evaluating communication against criteria
I can apply criteria to evaluate my effectiveness as a communicator and identify strategies to improve.
Official code: AR B10.1
Setting goals and celebrating growth
I can set a personal language-learning goal, choose a strategy, and use language to describe my achievements.
Official code: AR B10.2
The official wording · 2 outcomes
- AR B10.1
- Establish and apply criteria to evaluate own and others’work.
- AR B10.2
- Set personal language learning goals and select strategies to enhance growth in language learning.
Key ideas
Evaluating your work as a communicator means using feedback to judge how effectively your message reached its audience, against criteria you can apply.
Setting goals in language learning and identifying strategies to achieve them turns an evaluation into a plan, and considers alternative ways of reaching those goals.
A goal paired with a chosen strategy gives you a concrete plan for growth across the semester.
Reflection includes celebrating accomplishments — using language to describe and discuss what you achieved consolidates the learning.
Watch out for
- Judging communication by whether it 'felt fine' rather than against applied criteria.
- Naming a goal but no strategy or alternative path to reach it.
- Setting a goal without a strategy, so there is no plan behind it.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Plan the term
Pick your term and the days you study. Each unit gets its share of the weeks and comes back a week later for a review. The last two weeks go over the whole course.
The official curriculum
This page follows Saskatchewan’s own curriculum for English Language Arts A10 / B10.
Textbooks
The textbooks Saskatchewan Ministry of Education lists for English Language Arts A10 / B10:
- Crossroads 10
- Imprints 11
- Live Ink 9-10
- ResourceLines 9/10
- SightLines 10
From core resources, read October 27, 2026. curriculum.gov.sk.ca
Strands
| Strand | Outcomes | Taught in |
|---|---|---|
| CRComprehend and Respond | Outcomes 8 | Taught in Unit 1Comprehend and Respond (Semester A)Unit 4Comprehend and Respond (Semester B) |
| CCCompose and Create | Outcomes 8 | Taught in Unit 2Compose and Create (Semester A)Unit 5Compose and Create (Semester B) |
| ARAssess and Reflect | Outcomes 4 | Taught in Unit 3Assess and Reflect (Semester A)Unit 6Assess and Reflect (Semester B) |
Study it in MapleMind
MapleMind teaches English Language Arts A10 / B10 one skill at a time. Each skill gets a short lesson, practice as you go and a check worth up to three stars. It remembers where you stopped.
Course Companion
Your year in one workbook
A fun way to keep English Language Arts A10 / B10 organized, get to know your child better and see early when they need a hand. Fill it in on a screen, or print it.
- Pages
- 33
- Fillable fields
- 1,469
- Price
- $4.99
Questions about English Language Arts A10 / B10
What is English Language Arts A10 / B10?
Saskatchewan’s Grade 10 English course: 6 units and 28 skills, from Comprehend and Respond (Semester A) to Assess and Reflect (Semester B).
What units are in English Language Arts A10 / B10?
1. Comprehend and Respond (Semester A), 2. Compose and Create (Semester A), 3. Assess and Reflect (Semester A), 4. Comprehend and Respond (Semester B), 5. Compose and Create (Semester B) and 6. Assess and Reflect (Semester B).
Is there a provincial exam for English Language Arts A10 / B10?
No. Saskatchewan gives no provincial exam for English Language Arts A10 / B10.
What textbook does English Language Arts A10 / B10 use?
The textbooks Saskatchewan Ministry of Education lists for English Language Arts A10 / B10: Crossroads 10, Imprints 11, Live Ink 9-10, ResourceLines 9/10 and SightLines 10.
What comes after English Language Arts A10 / B10?
English Language Arts 20.
Can MapleMind help with English Language Arts A10 / B10?
Yes. MapleMind teaches every skill of English Language Arts A10 / B10, step by step, with practice and checks, and its tutor answers questions about any of them. It’s free with daily limits, on iPhone, Android and the web.
Get ready for English Language Arts A10 / B10
Practise every skill of English Language Arts A10 / B10 in MapleMind, free with daily limits.
