Curricular Strand / Grade 5 / Grade 6 / Grade 7
Comprehend and Respond / Outcome: CR5.1
Analyze and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written,and multimedia texts) that address identity (e.g., Exploring Heritage), community (e.g., Teamwork), social responsibility (e.g. What is Fair?).
  1. View, listen to, read and respond to a variety of visual, multimedia, oral, and print texts that examine the diverse range of personal identities, perspectives, and backgrounds (e.g., appearance, culture, socio-economic status, abilities, age, gender, sexual orientation, language, career path) including First Nations and Métis texts.
  1. View, listen to, and read a variety of texts related to the theme or topic of study and show comprehension by:
  2. understanding, retelling, and explaining the ideas and information presented in the texts
  3. analyzing the text structures and features
  4. analyzing the texts and developing responses with evidence from the texts, personal experience, and research.
  1. Describe and build upon connections between previous experiences, prior knowledge, and a variety of texts.
  1. Compare the challenges and situations encountered in daily life with those experienced by people in other times, places, andcultures as portrayed in a variety of texts including First Nations and Métis texts.
  1. Compare individuals and situations portrayed in various texts (including First Nations and Métis resources) to those encountered in real life.
  1. Draw on oral, print, and other media texts including First Nations and Métis texts to explain personal perspectives on cultural representations.
/ Outcome: CR6.1
View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., Growing Up), social responsibility (e.g., Going the Distance), and efficacy (e.g., Making Our Community More Peaceful).
  1. View, listen to, read, and respond to a variety of visual, multimedia (including digital), 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 (e.g., appearance, culture, socio-economic status, ability, age, gender, sexual orientation, language, career pathway).
  1. Demonstrate comprehension and response to visual, oral, print, and multimedia (including digital) texts by:
understanding the ideasin texts by clearly, completely, and accurately summarizing and explaining the explicit and implicit messages and main ideas (including setting, main characters, conflicts, events) in texts; citing details that support the main ideas; making logical inferences; interpreting obvious themes or author’s message logically.
understanding how texts are organized and presented for effect (and use the text structures and features)to construct meaning and evaluate craft and technique (e.g., elements) of different types of text including visual (e.g., colour), multimedia (e.g., special effects), oral (e.g., tone), and print fiction (e.g., short story, drama, poetry, novel) and non-fiction (e.g., autobiography, biography, informational, newspaper, reference) and organizational structure within different texts (e.g., problem/solution, compare/contrast, cause/effect, order of importance, chronological).
responding to and interpreting textsby responding with clear, complete, and accurate information that includes specific references to the texts; offering reactions and opinions about texts; making, explaining, and justifying reactions and personal connections to texts; making explicit and deliberate connections with previous knowledge and experiences; giving opinions and making judgements supported by reasons, explanations, and evidence; drawing conclusions about ideas on the basis of evidence; making logical interpretations of the author’s message; making and supporting inferences about characters’ feelings, motivations, and point of view.
  1. Recognize key characteristics and elements and techniques of a variety of visual, multimedia (including digital), oral, and print texts.
  1. Access, view, listen to, read, and respond to a variety of digital texts including electronic texts that have multiple links and sound, video, animation, and/or virtual reality.
  1. 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.
  1. Consider potential impact of visual, multimedia, oral, and written texts.
  1. Compare various oral, visual, multimedia, and written text forms and genres.
/ Outcome: CR7.1
View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., Thinking for Oneself), social responsibility (e.g., Participating and Giving Our Personal Best), and efficacy (e.g., Doing Our Part for Planet Earth).
  1. View, listen to, and read and respond to a variety of visual, oral, print, and multimedia (including digital) 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 (e.g., appearance, culture, socio-economic status, ability, age, gender, sexual orientation, language, career pathway).
  2. Demonstrate comprehension and response to visual, oral, print, and multimedia (including digital) texts by:
understanding the ideas:Construct and justify interpretation of text; accurately restate and paraphrase main ideas;interpret the purpose and theme; identify evidence that supports the interpretation; generate and respond to comprehension tasks or questions providing details and support from the text; compare new information with previous knowledge and beliefs; describe setting, characters,main events, conflict, and how they are related; state and support beliefs about characters’ motivations and feelings; use information and ideas from a variety of sources (including newspapers, websites, electronic media, anthologies, magazines) to complete tasks.
understanding and using the text structures and (language) features of texts to construct meaning:Identify key textfeatures (e.g., headings, diagrams, paragraphs); recognize organization (e.g., plot) and structural cues within texts (e.g., transition words); recognize images and rhetorical techniques in texts (e.g., hyperbole, parallelism, colour, repetition); make thoughtful and critical response to craft in a variety of texts; identify how texts were constructed, shaped, and produced.
responding to and interpreting texts:Offer reasonable interpretations of a wide range of visual, oral, written, and multimedia (including digital) texts; evaluate the ideas, arguments, and influence of texts; analyze ideas and information; support personal and critical responses with support from text; evaluate effectiveness of various texts including ideas, elements, techniques, and overall effect; develop personal responses and offer reasons for and examples of judgements, feelings, and opinions (e.g., learning logs, response journals); describe setting and atmosphere, main characters and characterization techniques, conflicts, and events in some detail; make logical inferences about characters’ and author’s message, purpose, or theme; identify main ideas; make accurate notes using logical categories; make and support interpretations; make reasonable assertions; write and deliver oral responses to texts.
  1. Compare own with others’ understanding of people, cultural traditions, and values portrayed in texts.
  2. Compare the choices and behaviours of individuals presented in visual, oral, print, and multimedia texts.
  3. Compare new information with previous knowledge and beliefs.
  4. Connect characters, themes, and situation in texts with own experiences and other texts.
  5. Compare texts to present day lives.

Outcome: CR5.2
View and evaluate, critically, visual and multimedia texts identifying the persuasive techniques including promises, flattery, and comparisons used to influence or persuade an audience.
  1. Gather information from a variety of media (e.g., photographs, web sites, maps, diagrams, posters, videos, advertising, double bar graphs, maps, videos).
  1. Select and flexibly use appropriate strategies (before, during, and after) to construct meaning when viewing.
  1. Understand and apply relevant pragmatic, textual, syntactical, semantic/lexical/morphological, graphophonic, and other cues and conventions of communication to construct and confirm meaning when viewing.
  1. Discuss purpose, perspectives, and biases and how visual texts including First Nations and Métis resources can be used to persuade others.
  1. Recognize point of view and distinguish between fact and opinion.
  1. Identify the values underlying visual messages and recognize persuasive techniques and purposes in oral presentations and various media (e.g., promises, dares, flattery, comparisons).
  1. Analyze visual texts (including First Nations and Métis art and other texts) as sources for information, entertainment, persuasion, interpretation of events, and transmission of culture.
  1. Identify how the language, explicit and implicit messages, and visual and multimedia features (e.g., sound, colour, movement) are used to influence the intended audience.
/ Outcome: CR6.4
View, respond, and demonstrate comprehension of visual and multimedia grade-appropriate texts including traditional and contemporary texts from First Nations, Métis, and other cultures containing special features (e.g., the visual components of magazines, newspapers, websites, comic books, broadcast media, video, and advertising).
  1. Display active viewing behaviours including preparing to view; considering what is known and needs to be known about a topic; showing interest in what is said; anticipating and predicting the speaker’s message and meaning; identifying ideas expressed as true or false, real or imaginary; seeking additional information from other sources as needed.
  1. View for a variety of purposes including to understand and gather information, to form an opinion, and to enjoy and appreciate.
  1. View and comprehend a variety of visual and multimedia (including digital) texts with specialized features (e.g., the visual components of magazines, newspapers, websites, videos).
  1. Identify basic visual techniques such as choice of colour and point of view and offer reasonable interpretations of visual and multimedia text’s purpose.
  1. Draw conclusions based on evidence in visual text (e.g., line graph).
  1. Evaluate what was seen including message, elements (including shape, angles, and physical movement), techniques, and overall effect.
/ Outcome: CR7.4
View and demonstrate comprehension and interpretation of visual and multimedia texts with specific features (e.g., circle graphs) and complex ideas including the visual components of media such as magazines, newspapers, websites, reference books, graphic novels, broadcast media, videos, and promotional materials.
  1. Display active viewing behaviours (e.g., setting purpose and formulating questions before viewing, drawing conclusions based on evidence in the text, identifying strategies used to influence audience).
  2. View critically to understand and analyze opinions and messages presented in visual and multimedia texts.
  3. Identify how data is represented in circle graphs and give a supportable interpretation of these graphs.
  4. Identify how a visual or multimedia (including digital) text was constructed, shaped, and produced.
  5. Recognize the overall organization of ideas in visual and multimedia texts (including digital).
  6. Use organizational features of electronic text (e.g., databases, keyword searches, e-mail) to locate information.
  7. Analyze and evaluate what was seen in visual and multimedia (including digital) texts considering elements, techniques, and overall effect.
  8. Evaluate the effectiveness and impact of a range of visual and multimedia texts.
  9. Reflect and re-view in light of purpose.

Outcome: CR6.2
Select and use appropriate strategies to construct meaning before (e.g., considering what they know and need to know about topic), during (e.g., making connections to prior knowledge and experiences), and after (e.g., drawing conclusions) viewing, listening, and reading.
NOTE: Italicized text refers to those indicators that are emphasized at this grade level.
Understand that listening, reading, and viewing are processes that require the use of several strategies before, during, and after listening, reading, and viewing including:
  1. Before:Select and use a range of strategies before listening, reading, and viewing including:
  2. tap, activate, and build prior knowledge (e.g., consider what is known and needs to be known about topic)
  3. ask questions (e.g., generate questions to address the “needs to be known”)
  4. preview text (e.g., preview beginning events)
  5. anticipate message and author’s/presenter’s intent (e.g., consider title and what is known about author)
  6. predict what text will be about (e.g., consider the accompanying visuals and headings)
  7. set purpose (e.g., set focus on what “need to and might learn” about topic).
  1. During:Select and use a range of strategies to construct, monitor, and confirm meaning including:
  2. connect and construct meaning (e.g., make connections to own lives and contemporary issues and problems; make connections to self, text, and world)
  3. note key ideas and what supports them (e.g., identify the problem, the key events, and the problem resolution; find important ideas and identify supporting details)
  4. construct mental images (e.g., think critically about the writer’s/presenter’s use of language to evoke sensory images, feelings, or mood)
  5. make, confirm, and adjust predictions (e.g., consistently make predictions using evidence from the text to support thinking; make predictions using text features)
  6. make, confirm, and adjust inferences and draw conclusions (e.g., use stated or implied ideas to support interpretation of text; make judgements and draw conclusions about ideas in texts)
  7. ask questions (e.g., ask questions to check understanding and evaluate text’s message)
  8. use cueing systems to construct meaning and self-monitor comprehension (e.g., self-monitor understanding and ask questions when meaning is lost; clarify the meaning of words and concepts, and check understanding)
  9. adjust rate and/or strategy (e.g., match silent and oral reading rate to specific purpose and difficulty of text).
  1. After:Select and use a range of strategies to confirm and extend meaning including:
  2. recall, paraphrase, summarize, and synthesize (e.g., remember information from factual texts and use strategies for remembering it; summarize main ideas to arrive at new understanding or conclusion; synthesize information from two different points of view)
  3. reflect and interpret (e.g., think critically about conclusions)
  4. evaluate (respond critically) (e.g., 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)
  5. evaluate craft and techniques (e.g., recognize, understand, and discuss symbolism; understand how layout contributes to the meaning and effectiveness of texts)
  6. respond personally (giving support from text) (e.g., support thinking beyond the text with specific evidence based on personal experience)
  7. listen, read, or view again and speak, write, and represent to deepen understanding and pleasure (e.g., express opinion about ideas, themes, issues, and experiences presented in texts using examples from texts to support).
/ Outcome: CR7.2
Select and use appropriate strategies to construct meaning before (e.g., formulating questions), during (e.g., recognizing organizational structure), and after (e.g., making judgements supported by evidence) viewing, listening, and reading.
  1. Before:
  2. tap, activate, and build prior knowledge (e.g., list or outline what is known and what needs to be known)
  3. ask questions (e.g., generate a list of questions to guide viewing, listening, and reading)
  4. preview text (e.g., skim and scan the text and figure out the main idea of each paragraph)
  5. anticipate message and author’s/presenter’s intent (e.g., look closely at maps, charts, graphs, and other illustrations)
  6. predict what text will be about (e.g., predict outcomes)
  7. set purpose (e.g., use 5 Ws+H to consider possible purposes for viewing, listening, and reading).
  8. During:
  9. connect and construct meaning (e.g., make personal connections to text and world) and to contemporary and historical issues and problems
  10. note key ideas and what supports them (e.g., notice and understand cause and effect and other relationships among ideas)
  11. construct mental images (e.g., visualize the setting and mood)
  12. make, confirm, and adjust predictions (e.g., consistently make predictions using evidence from the text to support thinking) and to confirm conclusions
  13. make, confirm, and adjust inferences and draw conclusions (e.g., draw conclusions from dialogue, including language with double meaning)
  14. ask questions and self-monitor comprehension (e.g., ask questions of texts to increase understanding)
  15. use cueing systems to construct meaning and self-monitor comprehension (e.g., place subject of text in the centre and “map” out the key ideas when viewing, listening, and reading)
  16. adjust rate and/or strategy (e.g., match silent and oral reading rate to specific purpose and difficulty of text).
  1. After:
  2. recall, paraphrase, summarize, and synthesize (e.g., 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)
  3. reflect and interpret (e.g., explain how the texts reveal the theme through events, characters, plot; work co-operatively with others to reach consensus on the meaning of a text and how to interpret it)
  4. evaluate (respond critically) (e.g., think critically about the authenticity of characters and the portrayal of current issues; identify bias and stereotyping)
  5. evaluate craft and techniques (e.g., 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)
  6. respond personally (giving support from text) (e.g., explain identification with character or incidents and why)
  7. listen, read, or view again and speak, write, and represent to deepen understanding and pleasure (e.g., notice how the author/presenter reveals the underlying messages; try out different interpretations through oral reading).

Outcome: CR6.3
Use pragmatic (e.g., function and purpose of texts), textual (e.g., form/genre, sequence of ideas), syntactic (e.g., word order and emphasis on particular words), semantic/lexical/ morphological (e.g., capture particular aspect of intended meaning), graphophonic (e.g., sound-symbol patterns and relationships), and other cues (e.g., the speaker’s non-verbal cues) to construct and confirm meaning.