Reading and Viewing Essential Outcomes and Indicators

Use of Text
Students read/interact and make meaning from a variety of texts / Contextual Understanding
Students understand how context affects interpretations and choice of language / Conventions
Students use their knowledge of structures and features of a variety of texts to facilitate reading / Processes and Strategies
Students use their knowledge and understanding of strategies to help them to read fluently and to comprehend a variety of texts
K /
  • Listens and talks about significant ideas from text
  • Selects text primarily for enjoyment
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  • Makes links to own experience when listening or reading
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  • Recognizes letters of the alphabet by name and/or sound
  • Recognizes repetitive patterns in stories
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  • Relies on background knowledge of topic and text organization
  • Beginning to use comprehension strategies (before, during and after) with teacher guidance

1 /
  • Retells and identifies topic and story organization
  • Selects text appropriate to purpose, inquiry, interest and readability
/
  • Expresses opinion about a text
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  • Recognizes an increasing bank of known words in different contexts
  • Hears and articulates sound segments in words e.g., onset and rime
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  • Draws upon a knowledge base to comprehend
  • Uses a limited range of comprehension strategies (before, during and after) with grade level text
  • Uses a range of word strategies with grade level text

2 /
  • Retells, identifies topic, identifies action and result
  • Self-selects text appropriate to purpose, inquiry, interest and readability
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  • Expresses opinion about a text with justification
  • Speculates and discusses the author’s or illustrator’s purpose in writing a text
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  • Recognizes a large bank of frequently used words
  • Explains how known text forms vary in purpose
  • Uses punctuation to develop fluency
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  • Draws upon cueing systems to comprehend
  • Uses a range of comprehension strategies (before, during and after) with grade level text
  • Uses a range of word strategies with grade level text

3 /
  • Retells, extracts important details to support main idea
  • Locates and selects text appropriate to purpose, inquiry, interest and readability
/
  • Expresses opinions or personal response about a text with justification
  • Speculates and discusses the author’s purpose in writing a text
/
  • Recognizes an expanded bank of high frequency words
  • Explains how known text forms vary in purpose, structure and organization
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  • Draws upon cueing systems to comprehend
  • Uses a range of comprehension strategies (before, during and after) with grade level text
  • Uses a word identification strategies with grade level text

4 /
  • Retells, identifies main idea and supporting details, and links explicit ideas in text
  • Locates and selects text appropriate to purpose, inquiry, interest and readability
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  • Expresses an opinion about text style with justification
  • Understands that authors and illustrators select text features to suit audience and purpose
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  • Recognizes an increasing a bank of subject-specific words
  • Explains how known text forms vary in purpose, structure and organization
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  • Draws upon cueing systems to comprehend
  • Uses a range of comprehension strategies (before, during and after) with grade level text
  • Uses word identification strategies with grade level text

5 /
  • Retells, identifies main idea and supporting details, links explicit ideas in text; sequences key events
  • Locates and selects text appropriate to purpose, inquiry, interest and readability
/
  • Expresses an opinion about a genre/ text with justification
  • Recognize how characters, events are represented and offers suggestions for alternatives
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  • Recognizes an expanded bank of less common words and uses strategies to determine meaning
  • Explains how know text forms vary by using knowledge structure, organization and language features
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  • Draws upon cueing systems to comprehend
  • Uses a range of comprehension strategies (before, during and after) with grade level text
  • Uses a range of word identification strategies with grade level text

6 /
  • Identifies main idea with supporting details, and links ideas, both explicit and implicit
  • Locates and selects texts for appropriate purpose, inquiry, interest and readability
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  • Recognizes that their interpretation may be different from that of other readers or the author
  • Identifies print and linguistic devices that authors and illustrators use to influence the construction of meaning
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  • Recognizes an extensive bank of subject-specific words and uses strategies to determine meaning
  • Uses knowledge of text form, structure, organization and language features to prepare for reading
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  • Draws upon cueing systems to comprehend
  • Uses an increasing range of comprehension strategies (before, during and after) with grade level text
  • Uses an range of word identification strategies with grade level text

7 /
  • Identifies main idea and synthesizes details, links ideas, both explicit and implicit, and selects events from a text to suit a specific purpose
  • Locates and critically selects texts for appropriate purpose
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  • Explains how his/her own interpretations may be different from other readers or the author
  • Identifies print and linguistic devices that authors use and how characters and events are represented to influence the construction of meaning
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  • Identifies combinations and adaptations of text structure and text organization in a variety of texts
  • Uses knowledge of text form, structure, organization and language features to prepare for reading
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  • Draws upon cueing systems to comprehend
  • Selects and articulates appropriate strategies for comprehension (before, during and after) and word identification with grade level text

8 /
  • Identifies main idea and synthesizes details, links ideas, both explicit and implicit, and selects events from a text to suit a specific purpose
  • Locates and evaluates appropriateness of text for purpose and audience
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  • Explains and supports personal connections, values, attitudes and beliefs to text that impact interpretation of text
  • Identifies the target audience for a text and how the author has used the language, ideas and presentation to meet purpose
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  • Recognizes and analyzes manipulation of text structure and text organization
  • Identifies the role of language features in a variety of texts
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  • Selects from cueing systems to comprehend
  • Selects and articulates appropriate strategies for comprehension (before, during and after) and word identification with grade level text