Saskatchewan · Grade 9
English Language Arts, Grade 9
Saskatchewan’s Grade 9 English course, from Comprehend and Respond to Assess and Reflect.
- Units
- 3
- Lessons
- 6
- Skills
- 38
- Provincial exam
- None
- Official curriculum
- Saskatchewan Ministry of Education
Unit by unit
Every skill in the course, numbered by unit.
Unit 1 · 16 skills
Comprehend and Respond
Comprehend and Respond — Semester A
Responding to Semester A theme texts
I can respond to Semester A texts on the search for self, shared narratives, and doing the right thing.
Skill 1.1
Adjusting strategies before, during, and after (Semester A)
I can formulate focus questions, adjust my reading rate, and analyze a Semester A text.
Skill 1.2
Using cueing systems for thesis and argument (Semester A)
I can use cues to find an author's thesis and argument in a Semester A text.
Skill 1.3
Viewing multimedia to glean ideas (Semester A)
I can view and evaluate multimedia texts to glean ideas for an audience and purpose.
Skill 1.4
Listening to analyze and evaluate (Semester A)
I can listen to conversations, interviews, and speeches to analyze and evaluate ideas.
Skill 1.5
Reading to develop an insightful interpretation (Semester A)
I can read a Semester A literary text and develop an insightful interpretation.
Skill 1.6
Reading information texts independently (Semester A)
I can independently read and understand expository essays and other information texts.
Skill 1.7
Reading with fluency and expression (Semester A)
I can read Grade 9 texts fluently and with expression in Semester A.
Skill 1.8
Comprehend and Respond — Semester B
Responding to Semester B theme texts
I can respond to Semester B texts on loyalty and love, equal opportunity, and surviving and conquering.
Skill 1.9
Adjusting strategies before, during, and after (Semester B)
I can apply focus questions, rate adjustment, and analysis to harder Semester B texts.
Skill 1.10
Using cueing systems for thesis and argument (Semester B)
I can trace thesis, argument, and word connotation in demanding Semester B texts.
Skill 1.11
Viewing multimedia to synthesize sources (Semester B)
I can synthesize and summarize ideas from several multimedia sources.
Skill 1.12
Listening to recognize train of thought and technique (Semester B)
I can follow a speaker's train of thought and recognize their presentation techniques.
Skill 1.13
Reading to develop an insightful interpretation (Semester B)
I can develop an insightful interpretation of a Semester B literary text.
Skill 1.14
Reading information texts independently (Semester B)
I can independently analyze demanding information texts in Semester B.
Skill 1.15
Reading with fluency and expression (Semester B)
I can sustain Grade 9 fluency and expression on Semester B texts.
Skill 1.16
The official wording · 16 outcomes
- 1.1
- View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., The Search for Self), social responsibility (e.g., Our Shared Narratives), and efficacy (e.g., Doing the Right Thing).
- 1.2
- Select and use appropriate strategies to construct meaning before (e.g., formulating focus questions), during (e.g., adjusting rate to the specific purpose and difficulty of the text), and after (e.g., analyzing and evaluating) viewing, listening, and reading.
- 1.3
- Use pragmatic (e.g., language suitable for intended audience), textual (e.g., author’s thesis or argument, how author organized text to achieve unity, coherence, and effect), syntactic (e.g., parallel structures), semantic/lexical/morphological (e.g., connotation and denotation), graphophonic (e.g., common spellings and variants for effect or dialect), and other cues (e.g., fonts, colour) to construct and to confirm meaning.
- 1.4
- View and demonstrate comprehension and evaluation of visual and multimedia texts including illustrations, maps, charts, graphs, pamphlets, photography, art works, video clips, and dramatizations to glean ideas suitable for identified audience and purpose.
- 1.5
- Listen purposefully to understand, analyze, and evaluate oral information and ideas from a range of texts including conversations, discussions, interviews, and speeches.
- 1.6
- Read and demonstrate comprehension and interpretation of grade-level appropriate texts including traditional and contemporary prose fiction, poetry, and plays from First Nations, Métis, and other cultures to develop an insightful interpretation and response.
- 1.7
- Read independently and demonstrate comprehension of a variety of information texts including expository essays, historical accounts, news articles, and scientific writing.
- 1.8
- Read Grade 9 appropriate texts to increase fluency and expression (150+wcpm orally; 215-260 silently).
- 1.9
- View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., Exploring Loyalty, Love, and Relationships), social responsibility (e.g., Equal Opportunity), and efficacy (e.g., Surviving and Conquering).
- 1.10
- Select and use appropriate strategies to construct meaning before (e.g., formulating focus questions), during (e.g., adjusting rate to the specific purpose and difficulty of the text), and after (e.g., analyzing and evaluating) viewing, listening, and reading.
- 1.11
- Use pragmatic (e.g., language suitable for intended audience), textual (e.g., author’s thesis or argument, how author organized text to achieve unity, coherence, and effect), syntactic (e.g., parallel structures), semantic/lexical/morphological (e.g., connotation and denotation), graphophonic (e.g., common spellings and variants for effect or dialect), and other cues (e.g., fonts, colour) to construct and to confirm meaning.
- 1.12
- View and demonstrate comprehension of visual and multimedia texts to synthesize and summarize ideas from multiple visual and multimedia sources.
- 1.13
- Listen purposefully to understand, analyze, and evaluate oral information and ideas from a range of texts including directions and speeches, recognizing train of thought, main points, and presentation techniques.
- 1.14
- Read and demonstrate comprehension and interpretation of grade-level appropriate texts including traditional and contemporary prose fiction, poetry, and plays from First Nations, Métis, and other cultures to develop an insightful interpretation and response.
- 1.15
- Read independently and demonstrate comprehension of a variety of information texts including expository essays, historical accounts, news articles, and scientific writing.
- 1.16
- Read Grade 9 appropriate texts to increase fluency and expression (150+wcpm orally; 215-260 silently).
Key ideas
Semester A explores three themes together: identity (The Search for Self), social responsibility (Our Shared Narratives), and efficacy (Doing the Right Thing).
Semester B explores identity (Exploring Loyalty, Love, and Relationships), social responsibility (Equal Opportunity), and efficacy (Surviving and Conquering).
A Grade-9 response comprehends across modes and supports an interpretation with evidence.
Before a text, formulate focus questions; during, adjust your rate to the purpose and difficulty; after, analyze and evaluate.
By Semester B you apply the before/during/after strategy independently to more demanding texts.
Watch out for
- Summarizing instead of responding to the theme.
- Interpreting with no evidence from the text.
- Reading everything at the same rate regardless of difficulty.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 18 skills
Compose and Create
Compose and Create — Semester A
Creating texts on Semester A themes
I can create a text exploring a Semester A theme.
Skill 2.1
Creating an individual researched inquiry (Semester A)
I can plan, research, and present an individual inquiry project in Semester A.
Skill 2.2
Using strategies to communicate meaning (Semester A)
I can draw on my own ideas, reshape drafts, and make every part support my thesis.
Skill 2.3
Using cues to communicate meaning (Semester A)
I can use inclusive language, strong leads, and subordination to communicate meaning.
Skill 2.4
Creating multimedia presentations for an audience (Semester A)
I can create a multimedia presentation that best represents my message for its audience.
Skill 2.5
Using oral language to interact in discussions (Semester A)
I can interact purposefully in discussions to solve problems and build consensus.
Skill 2.6
Using oral language to express ideas formally (Semester A)
I can express ideas formally through a dramatic reading or a reasoned argument.
Skill 2.7
Writing to describe, narrate, inform, and persuade (Semester A)
I can write a character profile, a narrative essay, a researched report, and a review.
Skill 2.8
Experimenting with forms and techniques (Semester A)
I can experiment with a new form and a technique like persona or tone.
Skill 2.9
Compose and Create — Semester B
Creating texts on Semester B themes
I can create a text exploring a Semester B theme.
Skill 2.10
Creating an individual researched inquiry (Semester B)
I can independently run a deeper researched inquiry in Semester B.
Skill 2.11
Using strategies to communicate meaning (Semester B)
I can independently reshape drafts and unify them around a thesis in Semester B.
Skill 2.12
Using cues to communicate meaning (Semester B)
I can control leads, subordination, and word connotation for effect in Semester B.
Skill 2.13
Creating a presentation for multiple audiences (Semester B)
I can create a proposal presentation that addresses several different audiences.
Skill 2.14
Using oral language to interact in discussions (Semester B)
I can lead and sustain purposeful discussion in Semester B.
Skill 2.15
Using oral language to express ideas formally (Semester B)
I can deliver a polished dramatic reading or a balanced reasoned argument in Semester B.
Skill 2.16
Writing to describe, narrate, inform, and persuade (Semester B)
I can write a scene description, a personal essay, an informative letter, and a letter to the editor.
Skill 2.17
Experimenting with forms and techniques (Semester B)
I can experiment with a more ambitious form and combine techniques in Semester B.
Skill 2.18
The official wording · 18 outcomes
- 2.1
- Create various visual, multimedia, oral, and written texts that explore identity (e.g., The Search for Self), social responsibility (e.g., Our Shared Narratives), and efficacy (e.g., Doing the Right Thing).
- 2.2
- Create and present an individual researched inquiry project related to a topic, theme, or issue studied in English language arts.
- 2.3
- Select and use appropriate strategies to communicate meaning before (e.g., considering and valuing own observations, experiences, ideas, and opinions as sources for ideas), during (e.g., shaping and reshaping drafts with audience and purpose in mind), and after (e.g., ensuring that all parts support the main idea or thesis) speaking, writing, and other representing activities.
- 2.4
- Use pragmatic (e.g., inclusive language that supports people across cultures, genders, ages, and abilities), textual (e.g., strong leads, coherent body, and effective endings), syntactic (e.g., subordination to show more precisely the relationships between ideas), semantic/lexical/morphological (e.g., both the denotative and connotative meaning of words), graphophonic (e.g., knowledge of spelling patterns and rules to identify, analyze, and correct spelling errors), and other cues (e.g., combine print and visuals to enhance presentations) to construct and to communicate meaning.
- 2.5
- Create and present a variety of visual and multimedia presentations to best represent message for an intended audience and purpose.
- 2.6
- Use oral language to interact purposefully, confidently, and appropriately in a variety of situations including participating in one-to-one, small group, and large group discussions (e.g., prompting and supporting others, solving problems, resolving conflicts, building consensus, articulating and explaining personal viewpoint, discussing preferences, speaking to extend current understanding, and celebrating special events and accomplishments).
- 2.7
- Use oral language intentionally to express a range of information and ideas in formal and informal situations including dramatic readings of poems, monologues, scenes from plays, and stories and presenting reasoned arguments of opposing viewpoints.
- 2.8
- Write to describe (a profile of a character), to narrate (a narrative essay), to explain and inform (a researched report), and to persuade (a review).
- 2.9
- Experiment with a variety of text forms (e.g., debates, meetings, presentations to unfamiliar audiences, poetry, précis, short script, advice column, video documentary, comic strip) and techniques (e.g., tone, persona, point of view, imagery, dialogue, figurative language).
- 2.10
- Create various visual, multimedia, oral, and written texts that explore identity (e.g., Exploring Loyalty, Love, and Relationships), social responsibility (e.g., Equal Opportunity), and efficacy (e.g., Surviving and Conquering).
- 2.11
- Create and present an individual researched inquiry project related to a topic, theme, or issue studied in English language arts.
- 2.12
- Select and use appropriate strategies to communicate meaning before (e.g., considering and valuing own observations, experiences, ideas, and opinions as sources for ideas), during (e.g., shaping and reshaping drafts with audience and purpose in mind), and after (e.g., ensuring that all parts support the main idea or thesis) speaking, writing, and other representing activities.
- 2.13
- Use pragmatic (e.g., inclusive language that supports people across cultures, genders, ages, and abilities), textual (e.g., strong leads, coherent body, and effective endings), syntactic (e.g., subordination to show more precisely the relationships between ideas), semantic/lexical/morphological (e.g., both the denotative and connotative meaning of words), graphophonic (e.g., knowledge of spelling patterns and rules to identify, analyze, and correct spelling errors), and other cues (e.g., combine print and visuals to enhance presentations) to construct and to communicate meaning.
- 2.14
- Create and present a variety of visual and multimedia presentations including addressing various audiences for one proposal.
- 2.15
- Use oral language to interact purposefully, confidently, and appropriately in a variety of situations including participating in one-to-one, small group, and large group discussions (e.g., prompting and supporting others, solving problems, resolving conflicts, building consensus, articulating and explaining personal viewpoint, discussing preferences, speaking to extend current understanding, and celebrating special events and accomplishments).
- 2.16
- Use oral language intentionally to express a range of information and ideas in formal and informal situations including dramatic readings of poems, monologues, scenes from plays, and stories and presenting reasoned arguments of opposing viewpoints.
- 2.17
- Write to describe (a description of a scene), to narrate (a personal essay), to explain and inform (a multi-paragraph letter), and to persuade (a letter to the editor).
- 2.18
- Experiment with a variety of text forms (e.g., debates, meetings, presentations to unfamiliar audiences, poetry, précis, short script, advice column, video documentary, comic strip) and techniques (e.g., tone, persona, point of view, imagery, dialogue, figurative language).
Key ideas
Semester A creating explores The Search for Self, Our Shared Narratives, and Doing the Right Thing.
Semester B creating explores Loyalty and Love, Equal Opportunity, and Surviving and Conquering.
We choose a form — visual, multimedia, oral, or written — that best carries our message.
An individual researched inquiry means YOU own the whole process — planning, researching, and presenting.
By Semester B your individual inquiry evaluates source reliability and synthesizes findings, not just gathers them.
Watch out for
- Creating a piece disconnected from the semester's themes.
- Choosing a form that doesn't fit the message.
- Presenting findings with no independent research.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 4 skills
Assess and Reflect
Assess and Reflect on Language Abilities
Assess and Reflect — Semester A
Assessing strengths and developing goals (Semester A)
I can assess my strengths and needs and develop Semester A goals.
Skill 3.1
Assessing work for clarity, correctness, and impact (Semester A)
I can assess Semester A work for clarity, correctness, and impact.
Skill 3.2
Assess and Reflect — Semester B
Assessing strengths and developing goals (Semester B)
I can reassess my strengths and needs and set growth-focused Semester B goals.
Skill 3.3
Assessing work for clarity, correctness, and impact (Semester B)
I can give precise, impact-focused feedback on Semester B work.
Skill 3.4
The official wording · 4 outcomes
- 3.1
- Assess personal strengths and needs as a viewer, listener, reader, representer, speaker, and writer and contributions to the community of learners, and develop goals based on assessment and work toward them.
- 3.2
- Assess own and others’work for clarity, correctness, and impact.
- 3.3
- Assess personal strengths and needs as a viewer, listener, reader, representer, speaker, and writer and contributions to the community of learners, and develop goals based on assessment and work toward them.
- 3.4
- Assess own and others’work for clarity, correctness, and impact.
Key ideas
Assessing personal strengths and needs covers all the roles: viewer, listener, reader, representer, speaker, writer — plus your contribution to the community of learners.
By Semester B you reassess against a full semester of work, measuring how your strengths and needs have shifted.
Goals should grow directly from that assessment and be worked toward, not just stated.
Growth-focused goals build on what you achieved in Semester A rather than repeating it.
Grade 9 adds IMPACT to clarity and correctness — whether a piece actually moves or affects its audience.
Watch out for
- Assessing only strengths and ignoring needs.
- Repeating the identical Semester A goal with no growth.
- Setting a goal unrelated to your assessment.
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, Grade 9.
Textbooks
The textbooks Saskatchewan Ministry of Education lists for English Language Arts, Grade 9:
- Crossroads 9
- Live Ink 9-10
- Nelson Language and Writing 9
- Nelson Literacy 9
- ResourceLines 9/10
- SightLines 9
From core resources, read October 27, 2026. curriculum.gov.sk.ca
Strands
| Strand | Outcomes | Taught in |
|---|---|---|
| CRComprehend and Respond | Outcomes 16 | Taught in Unit 1 |
| CCCompose and Create | Outcomes 18 | Taught in Unit 2 |
| ARAssess and Reflect on Language Abilities | Outcomes 4 | Taught in Unit 3Assess and Reflect |
Study it in MapleMind
MapleMind teaches English Language Arts, Grade 9 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, Grade 9 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
- 25
- Fillable fields
- 1,478
- Price
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Questions about English Language Arts, Grade 9
What is English Language Arts, Grade 9?
Saskatchewan’s Grade 9 English course: 3 units and 38 skills, from Comprehend and Respond to Assess and Reflect.
What units are in English Language Arts, Grade 9?
1. Comprehend and Respond, 2. Compose and Create and 3. Assess and Reflect.
Is there a provincial exam for English Language Arts, Grade 9?
No. Saskatchewan gives no provincial exam for English Language Arts, Grade 9.
What textbook does English Language Arts, Grade 9 use?
The textbooks Saskatchewan Ministry of Education lists for English Language Arts, Grade 9: Crossroads 9, Live Ink 9-10, Nelson Language and Writing 9, Nelson Literacy 9, ResourceLines 9/10 and SightLines 9.
What comes after English Language Arts, Grade 9?
English Language Arts A10 / B10.
Can MapleMind help with English Language Arts, Grade 9?
Yes. MapleMind teaches every skill of English Language Arts, Grade 9, 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, Grade 9
Practise every skill of English Language Arts, Grade 9 in MapleMind, free with daily limits.
