The Language Foundations Continuum “provides clarification on mandatory learning. It describes the progression of fundamental language knowledge and skills relevant to Ontario students and is based on educational research on reading and language development.” 

Strong foundational knowledge and skills in both oral and written language are necessary to support more complex skills such as critical thinking and problem solving. While foundational reading and writing are not the end goal of instruction, proficiency with these core skills is necessary to allow students to be reflective, critical, and independent learners and achieve academic goals. 

Progression through the continuum is driven by assessment data and students’ response to instruction or intervention. It’s important to clearly state this – all students need to establish proficiency with these skills to ensure they realize their right to learn to read. While specific learning is indicated by grade level in the continuum, it is our collective responsibility to ensure that all children develop a strong foundation. Teaching and learning this knowledge and these skills may be necessary for older students, even well beyond the grade levels indicated in the continuum, to ensure they can meet their full potential.

While the continuum presents a series of foundational language and literacy skills, instruction should be integrated. Foundational language and literacy skills are interdependent and interrelated, and should be taught systematically across the academic year.