Newfoundland and Labrador

4 Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts.

• 4.1 regard reading/viewing as sources of interest, enjoyment, and information

• 4.2 expand their understanding of concepts of print

  • punctuation in text serves a purpose

    • Identify statements (1-EE.1)
    • Identify questions (1-EE.2)
    • Identify exclamations (1-EE.3)
    • Identify commands (1-EE.4)
    • Choose the right end mark (1-EE.5)
    • Statement, question, command or exclamation? (1-EE.6)
    • Select the possessive noun that matches the picture (1-FF.10)
    • Form the singular possessive (1-FF.11)
    • Form pronoun-verb contractions (1-OO.2)
    • Form contractions with "not" (1-OO.3)
    • Is the sentence a statement, question, command or exclamation? (2-LL.1)
    • Identify plurals, singular possessives and plural possessives (2-MM.11)
    • Form the singular or plural possessive (2-MM.12)
    • Identify and correct errors with plural and possessive nouns (2-MM.13)
    • Form pronoun-verb contractions (2-UU.1)
    • Form contractions with "not" (2-UU.2)
    • Use pronoun-verb contractions (2-UU.3)
    • Use contractions with "not" (2-UU.4)
    • Commas with dates (2-VV.1)

  • upper- and lower-case letters have specific forms and functions (first word in sentences and proper names)

    • Sort common and proper nouns (1-FF.4)
    • Identify proper nouns (1-FF.5)
    • Capitalize the names of people and pets (1-PP.1)
    • Capitalize days and months (1-PP.2)
    • Capitalize sentences and the pronoun "I" (1-PP.3)
    • Sort common and proper nouns (2-MM.4)
    • Identify common and proper nouns (2-MM.5)
    • Capitalizing the names of people and pets (2-WW.1)
    • Capitalizing days, months and holidays (2-WW.2)
    • Capitalizing the names of places and geographic features (2-WW.3)
    • Greetings and closings of letters (2-WW.5)

• 4.3 select independently, and with teacher assistance, texts appropriate to their interests and learning needs

• 4.4 use some features of written text to determine content, locate topics, and obtain information

  • Order alphabetically based on the first letter (2-KK.1)
  • Order alphabetically based on the first two letters (2-KK.2)
  • Order alphabetically based on the first three letters (2-KK.3)
  • Use guide words (2-KK.4)
  • Use dictionary entries (2-KK.5)

• 4.5 use a combination of cues (semantic, syntactic, graphophonic, and pragmatic) to sample, predict, and monitor/self-correct

  • predict on the basis of what makes sense, what sounds right, and what the print suggests

    • Use context to identify the meaning of a word (1-CC.1)
    • Use context to identify the meaning of a word (2-JJ.1)

  • make meaningful substitutions

    • Choose the synonyms (1-Y.1)
    • Choose the synonym (2-EE.1)
    • Find synonyms in context (2-EE.2)
    • Which sentence has the same meaning? (2-EE.6)

  • attempt to self-correct predictions that interfere with meaning

  • begin to monitor their own reading by cross-checking meaning cues with cues from beginning and last letters of the word (Did it make sense? Did it sound right? If it's tiger, would it start with "p"?)

    • Determine the meaning of a word with pre-, re- or mis- (2-BB.3)
    • Determine the meaning of a word with -ful or -less (2-BB.5)

• 4.6 use a variety of strategies to create meaning

  • identify main idea

  • predict content using text information along with personal knowledge and experiences

  • make inferences by drawing on their own experiences and clues in the text

    • What am I? (1-V.3)

  • identify character traits from contextual clues

  • make connections between texts, noticing similarities in characters, events, illustrations, and language

    • Which sentence has the same meaning? (2-EE.6)

  • follow written directions

• 4.7 consistently match one-to-one

5 Students will be expected to interpret, select, and combine information using a variety of strategies, resources, and technologies.

• 5.1 engage in the research process with assistance

  • generate questions to guide research

  • locate appropriate information with assistance (classroom, library, home, community)

  • interact with the information

6 Students will be expected to respond personally to a range of texts.

• 6.1 make personal connections to text and share their responses in a variety of ways

• 6.2 express and begin to support opinions about texts and the work of authors and illustrators

7 Students will be expected to respond critically to a range of texts, applying their knowledge of language, form, and genre.

• 7.1 use their experiences with a range of texts to identify some different types of print and media texts, recognizing some of their language conventions and text characteristics

• 7.2 respond critically to texts

  • formulate questions as well as understandings

  • develop an understanding and respect for diversity