Grade 6 / Grade 7 / Grade 8 / Grade 9
Outcome:
Using literary elements to understand text / CR6.1 View, listen to, read, comprehend, and respond with clarityto a variety of texts that address
- identity
- social responsibility
- efficacy
- identity
- social responsibility
- efficacy
- identity
- social responsibility
- efficacy
- identity
- social responsibility
- efficacy
Enduring Understanding / Understanding a text requires knowledge of texts structures, organization and purpose.
Essential
Question / What helps me critically read, view or listen to a text? What’s the author saying?
Indicators / View, listen to, read, and respond to a variety of visual, media, oral, and print texts that address the grade-level themes and issues related to identity, social responsibility, and efficacy including those that reflect diverse personal identities, worldviews, and backgrounds
- Appearance Culture socio-economic status ability age Gender sexual orientation language career pathway
Demonstrate comprehension by understanding the ideas: What is the message or main idea?
- clearly, completely, and accurately summarize
- explain the explicit and implicit messages, main ideas (including setting, main characters, conflicts, events) in texts
- cite details that support the main ideas
- make logical inferences
- interpret obvious themes or author’s message logically
- effectively summarize and explain the ideas in texts
- cite details that support the main ideas
- explain the explicit and implicit messages, main ideas (including setting, main characters, conflicts, events) in texts
- make logical inferences
- interpret obvious themes or author’s message logically
- differentiate between fact/opinion and bias and propagandain texts
Demonstrate comprehension by understanding text organization and language features How do the structures or the features of a text help me understand?
Understanding and using the text structures and language features to construct meaning:
- indentify and use techniques and craft of different types of texts
- Visual – colour
- Multimedia – special effects
- Oral – tone
- recognizes structural cures within different text forms
- Print fiction – short story, drama, poetry, novel
- Non- Fiction – autobiography, informational, newspaper, reference
- evaluate organization and structural cues within texts
- problem/solution
- cause/effect
- order of importance
- chronological
- interpret key text features- headings, diagrams, paragraphs
- recognize structural cues within texts- transition words
- interpret techniques and craft of texts
- hyperbole
- parallelism
- colour
- repetition
- identify how texts were constructed, shaped, and produced
- interpret organizational patterns
- problem/solution
- cause/effect
- order of importance
- chronological
- compare/contrast
- process
- classification
- use key text features- headings, diagrams, paragraphs
- recognize structural cues within texts- transition words
- analyze techniques and craft of texts
- hyperbole
- parallelism
- colour
- repetition
- identify how texts were constructed, shaped, and produced
- analyze the content, quality, organization, and presentation of a text
- analyze organizational patterns
- problem/solution
- cause/effect
- order of importance
- chronological
- compare/contrast
- process
- classification
- spatial
- evaluate key text features - headings, diagrams, paragraphs, plot
- evaluate techniques and craft of texts
- hyperbole
- parallelism
- colour
- repetition
- symbolism
- personification
- irony
- make thoughtful and critical response to craft in a variety of texts
- identify how texts were constructed, shaped, and produced
- evaluate organization and structural cues within texts
- problem/solution
- cause/effect
- order of importance
- chronological
- compare/contrast
- process
- classification
- Spatial
- Climatic
- reverse climatic
- cite specific information and support inferences made in texts viewed, heard, or read
- organize details and information from texts viewed, heard, or read
Demonstrate comprehension by responding to and interpreting texts What do I think about the text?
- give opinions, make judgements, and draw conclusions supported by reasons, explanations, and evidence
- make logical interpretations of the author’s message
- make and support inferences about characters’ feelings, motivations, and point of view
- support personal and critical responses with support from text CR.2 Making Connections
- compare new information with previous knowledge and beliefs
- connect characters, themes, and situation in texts with own experiences and other texts
- compare texts to present day lives
- compare various oral, visual, multimedia, and written text forms and genres
- identify and analyze recurring themes across texts
- relate ideas and information in text to universal themes
- develop personal responses by making ongoing explicit and deliberate connections with previous knowledge and experience
- learning logs (blogs)
- response journals
- with teacher support, discuss logical categories to organize response and interpretation
- with teachers or peer support, develop logical categories to organize response and interpretation
- organize response and interpretation around several clear ideas or premises
- organize response and interpretation around several clear ideas or premises
- discuss examples of personal criteria for assessing and responding to what is viewed, heard, and read
- discuss and develop examples of personal criteria for assessing and responding to what is viewed, heard, and read
- describe and give examples to explain personal criteria for assessing and responding to what is viewed, heard, and read.
- describe and give examples to explain personal criteria for assessing and responding to what is viewed, heard, and read.
- consider how text has contributed to understanding of self and others (e.g., social status).
- consider how text has contributed to understanding of self and others (e.g., social status).
- consider how text has contributed to understanding of self and others (e.g., cultural groups).
- evaluate the impact a text has had on your understanding of your own values and beliefs in relation to other values and beliefs expressed in the text
- identify personal preferences for various texts, genres, and authors
- explain preferences for various texts, genres, or specific authors.
- explain preferences for various texts, genres, or specific authors.
- explain preferences for various texts, genres, or specific authors.
- interpret and report on information from texts viewed, heard, or read.
Demonstrate comprehension by understanding Character Development What do know about the characters?
- recognize the choices and behaviours of individuals presented in visual, oral, print, and multimedia texts.
- compare the choices and behaviours of individuals presented in visual, oral, print, and multimedia texts.
- explain the motivation of the characters in literary texts, providing evidence from each text.
- explain the motivation of the characters in literary texts, providing evidence from each text.
Demonstrate comprehension by understanding Author’s Voice and Craft CR.6 CR.7 How does the author make his/her message clear?
- recognize the purpose of specific texts and note their key features
- recognize key characteristics and elements and techniques of a variety of visual, multimedia (including digital), oral, and print texts.
- describe the purpose of specific texts and explain how theirkey features aid understanding.
- identify and describe techniques used to achieve author’s purpose invisual, oral, written, and multimedia (including digital) texts.
- describe the purpose of specific texts and analyze how theirkey features aid understanding
- identify and describe techniques used to develop author’s purpose invisual, oral, written, and multimedia (including digital) texts
- determine creator’s, speaker’s, writers’ purpose, attitude, and perspective.
- recognize persuasive techniques and credibility in visual, oral, written, and multimedia texts.
- compare the themes, purposes, and appeal of different texts.
Demonstrate comprehension by recognizing cultural values and stereotypes Are there any cultural influences occurring? Does the text include any stereotypes?
- discuss own and others’ understanding of various community and cultural traditions in various times and places as portrayed in a variety of visual, multimedia, oral, and print texts.
- compare own with others’ understanding of people, cultural traditions, and values portrayed in texts.
- identify stereotyping in what is seen, heard, and read and begin to recognize its negative impact on individuals and society.
- identify techniques used to create particular effects or portray various people and cultures.
- discuss how similar ideas, people, experiences, and traditions are conveyed in a variety of oral, print, and other texts.
- identify and investigate how different cultures and socio-economic groups are portrayed in oral, print, visual, and multimedia texts.
- show understanding that the creator’s, presenter’s, author’s experience, background, and culture influence the treatment of theme.
- analyze a text, showing how it reflects the heritage, traditions, attitudes, privileges, and beliefs of the presenter/author.
- compare and analyze the various works of writers and determine how similar ideas, people, experiences, traditions, and perspectives are presented.
Evidence of Understanding / Make thinking, processing, and reading skills visible by using tools such as: jot notes, booktalks, graphic organizers, essays, etc.
Outcome can be measured in conjunction with 1 or more Compose and Create outcomes.
Sept. 27, 2010
LivingSkySchool Division No. 202
Comprehend and Respond (CR). Students will extend their abilities to view, listen to, read, comprehend, and respond to a range of contemporary and traditional grade-level texts from First Nations, Métis, and other cultures in a variety of forms (oral, print, and other texts) for a variety of purposes including for learning, interest, and enjoyment.Grade 6 / Grade 7 / Grade 8 / Grade 9
Outcome:
Comprehension
strategies / CR6.2 Select and use appropriate strategies to construct meaning
- before (considering what they know and need to know about topic)
- during (making connections to prior knowledge and experiences)
- and after (drawing conclusions)
- before (formulating questions)
- during (recognizing organizational structure)
- and after (making judgments supported by evidence)
- before (previewing and anticipating message)
- during (making inferences based on text and prior knowledge)
- and after (paraphrasing and summarizing)
- before (formulating focus questions)
- during (adjusting rate to the specific purpose and difficulty of the text)
- and after (analyzing and evaluating)
Enduring
Understanding / Effective readers use strategies to get to the meaning of text.
Essential
Question / What do I do to help me understand what I read, view and hear? What do good readers do?
Indicators / * What varies from one {reading} phase to the next is the growth in * First Steps Reading Map of Development, Canadian Edition (2008)
- the number and integration of strategies
- the awareness and monitoring of strategies
- the efficiency in use and selection of strategies
- the ability to articulate the use of the strategies
- the awareness of how the use of strategies helps with making meaning
Understand that listening, reading, and viewing require the use of several strategies before, during, and after listening, reading, and viewing including: / Apply the before, during, and after strategies during independent viewing, listening, reading, and response including: / Describe, apply, and assess the strategies used before, during, and after viewing, listening, and reading including: / Analyze and evaluate the strategies used before, during, and after viewing, listening, and reading including:
Before What strategies do proficient reader, viewers and listeners do before they engage with a text?
Activate and Build Prior Knowledge by using a repertoire of strategies such as:
- KWL
- Webbing
- Knowledge rating
- anticipation guides
- semantic mapping
- class discussions
- questioning
- role play
- consider previous study and experience to consider what might be found in text
Ask Questions
- survey text and ask questions about it
- generate questions to address the “needs to be known”
- survey text and ask questions about it
- survey text and ask questions about it
- formulate focus questions to search for answers in the text while viewing, listening, and reading
- create an expectation outline to guide questions about text
Preview Text to Make Predictions CR.6 CR.7
- preview beginning events
- consider theaccompanying visuals and headings
- skim and scan the text features to predict the main idea
- predict outcomes
- skim and scan the text features to predict the main idea
- read the first and last paragraphs of a print text
- review an outline of the main ideas in a text and predict what information or stance will be used to support these main ideas
- reflect upon possible themes after being introduced to an upcoming text
- preview and skim for text structure
- make predictionsbefore viewing, listening, or reading using evidence from the text to support thinking
Anticipate Message and Author’s/Presenter’s Intent
- consider title and what is known about author
- determine the author’s purpose and audience
- consider the author’s/presenter’s possible intention given a brief biographical sketch about his or her background and causes
- discuss subject, raise questions about it, and seek possible solutions prior to viewing, listening, or reading
- use an anticipation guide
Set Purpose
- set focus on what we “need to and might learn” about topic
- use 5 Ws+H to consider possible purposes for viewing, listening, and reading
- discuss and set a purpose with peers
- set a purpose that focuses on improving understanding of what text presents – intent, ideas, form, technique, tone
During
Connect and Construct Meaning (making connections) CR.1
- respond to a text with connections to self, text, and world and contemporary issues and problems
- interpret a text by making personal connections to text and world and to contemporary and historical issues and problems
- compare the text with one’s own self, other texts and the world
- evaluate how text relates to self, to other texts, and to the world giving specific examples
Note Key Ideas and What Supports Them (determining importance)
- find important ideas and identify supporting details
- identify the problem, the key events, and the problem resolution
- identify key words and sentences
- identify and understand cause and effect and other relationships among ideas
- identify important ideas and messages
- note how examples, illustrations, and visual aids support or take away from key message
- determine what the text presents literally, inferentially, and critically
Construct Mental Images (visualizing)
- respond to the text by visualizing the setting and mood the author’s words elicit
- identify the writer’s/presenter’s use of language to evoke sensory images, emotions, or mood
- consider why the author tries to create those images, emotions and moods
- visualize what a character might be seeing, hearing, smelling, tasting, or feeling in a particular place and time
- consider what the author is trying to convey as he/she chooses the words that evoke the image
- evaluate what the textintends by considering the words that help one to see, hear, smell, taste, or feel experiences and situations
Make, Confirm, and Adjust Predictions (predicting)
- make predictions using evidence from the text to support thinking
- make predictions using text features
- confirm or reject predictions
- consistently make predictions using evidence from the text to support thinking and to confirm conclusions
- confirm or reject predictions
- identify and explain the clues in the text that confirm defensible predictions
- predict, clarify, and confirm predictions
Make, Confirm, and Adjust Inferences and Draw Conclusions (inferring)
- use stated or implied ideas to support interpretation of text
- make judgments and draw conclusions about ideas in texts
- interpret the unstated ideas by making predictions, drawing conclusions and making judgements
- draw conclusions from dialogue, including language with double meaning
- analyze, infer, and explain unstated ideas in texts
- draw conclusions based on evidence in text
- evaluate the inferences and conclusions against world or collaborative view
Ask Questions (questioning)
- ask questions to check understanding and confirm text’s message
- ask questions to increase explicit and implicit understanding of text
- ask questions, focusing particularly on inferential questions to gain meaning from text
- ask and answer questions about the intent of the text and its effectiveness
- ask questions that support critically evaluating the text
Use Cueing Systems to Construct Meaning and Self-monitor Comprehension (monitoring)
- self-monitor understanding and recognize when meaning is lost
- develop a repertoire of word attack skills:
- sounding out
- chunking (breaking a word into its parts)
- transfer (compare unknown words to know words)
- consult a reference
- develop a repertoire of strategies to ‘fix-up” understanding:
- clarify the meaning of words
- rereading
- adjusting reading rate
- match silent and oral reading rate to specific purpose and difficulty of text
- develop a repertoire of word attack skills:
- sounding out
- chunking (breaking a word into its parts)
- transfer (compare unknown words to know words)
- consult a reference
- develop a repertoire of strategies to ‘fix-up” understanding:
- clarify the meaning of words
- rereading
- adjusting reading rate
- reading on
- match silent and oral reading rate to specific purpose and difficulty of text
- use and insert notations such as + for “that’s new”, ? for “I don’t understand”, * for “that’s important”
- recognize unknown words and determine their meaning
- develop a repertoire of strategies to ‘fix-up” understanding:
- clarify the meaning of words
- rereading
- adjusting reading rate
- stop and think
- skim, scan, and read carefully depending on the text complexity and purpose
- make notes in own words and organize them using heading
- recognize unknown words and determine their meaning
- develop a repertoire of strategies to ‘fix-up” understanding:
- clarify the meaning of words
- rereading
- adjusting reading rate
- paraphrase
- skim, scan, and read carefully in keeping with purpose and difficulty of text focus
After
Recall, Paraphrase, Summarize, and Synthesize
- use strategies to remember information from factual texts
- summarize main ideas to arrive at new understanding or conclusion
- synthesize information from two different points of view
- track, gather, and summarize information about characters, their traits, and their relationships
- summarize main points
- summarize and ask questions to synthesize information from different texts
- connect, compare, and contrast ideas in texts
- synthesize the key points in the text to justify your interpretations of the main message
- Provide evidence of understanding the complex ideas and plots in a text
- synthesize the main ideas or message from the text with a world event or worldview.
Reflect and Interpret
- draw conclusions
- support thinking beyond the text with specific evidence based on personal experience
- explain how the texts revealthe theme through events, characters, plot
- explainidentification with character or incidents and why
- work co-operatively with others to reach consensus on the meaning of a text and how to interpret it
- keep an open mind and consider ideas that differ from own
- connect, compare, and contrast ideas in text to own knowledge and experiences
- consider what has been learned through the conclusions identified from the text
- compare own values with those presented in text
Evaluate (respond critically)
- understand subtexts where the author is saying one thing but meaning another
- draw conclusions about the validity of ideas and information
- identify fact and opinion
- think critically about the authenticity of characters and the portrayal of current issues
- identify bias and stereotyping
- identify strategies used to influence audience including exaggeration, one-sided view of a group,
- analyze and explain the purpose, message, values, artistry, or perspective presented in the text
Evaluate Craft and Techniques
- recognize, understand, and discuss symbolism
- understand how layout contributes to the meaning and effectiveness of texts
- discuss the artistic aspect of a text including how illustrations and narrative form a cohesive whole
- detect the emotional appeal and language that is persuasive
- draw conclusions about presenter’s, speaker’s, writer’s choice of craft to present message, values, and point of view
- analyze and discuss the artistry of the texts
Listen, Read, or View again and Speak, Write, and Represent to Deepen Understanding and Pleasure
- express opinion about ideas, themes, issues, and experiences presented in texts using examples from texts to support
- notice how the author/presenter reveals the underlying messages
- try out different interpretations through oral reading
- listen, read, or view again to evaluate the effectiveness and overall impact of the text to deliver the message intended
- review text for insights into cultures and time periods
Evidence of Understanding / Make thinking, processing, and reading skills visible by using tools such as: response journals, think alouds, double entry journals, blogs, etc.
Outcome can be measured in conjunction with 1 or more Compose and Create outcomes.
Sept. 27, 2010