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

• 4.2 read widely and experience a variety of children's literature

• 4.3 use pictorial, typographical, and organizational features of written text to determine content, locate topics, and obtain information

  • Order alphabetically based on the first letter (3-JJ.1)
  • Order alphabetically based on the first two letters (3-JJ.2)
  • Order alphabetically based on the first three letters (3-JJ.3)
  • Order alphabetically: challenge (3-JJ.4)
  • Use guide words (3-JJ.5)
  • Use dictionary entries (3-JJ.6)
  • Use dictionary definitions (3-JJ.7)
  • Capitalizing titles (3-XX.2)
  • Formatting titles (3-XX.3)
  • Formatting and capitalizing titles (3-XX.4)
  • Order alphabetically based on the first letter (4-DD.1)
  • Order alphabetically based on the first two letters (4-DD.2)
  • Order alphabetically based on the first three letters (4-DD.3)
  • Order alphabetically: challenge (4-DD.4)
  • Use guide words (4-DD.5)
  • Use dictionary entries (4-DD.6)
  • Use dictionary definitions (4-DD.7)
  • Use thesaurus entries (4-DD.8)
  • Capitalizing titles (4-RR.2)
  • Formatting titles (4-RR.3)
  • Formatting and capitalizing titles (4-RR.4)

• 4.4 use and integrate, with support, the various cueing systems (pragmatic, semantic, syntactic, and graphophonic) and a range of strategies to construct meaning

  • predict on the basis of what would make sense, what would sound right, and what the print suggests (semantics, syntax, graphophonics)

  • monitor reading by cross- checking the various cues (Did that make sense? Did it sound right? If that were "fire" would it have a "t" at the end?)

  • use a variety of self-correcting strategies (e.g., rereading, reading on and trying to think about what would make sense, trying to find a little word in the big word)

  • read silently, vocalizing only when a major problem with word recognition or meaning occurs

  • visually survey the text when reading and abandon finger pointing unless a problem occurs

  • word solve by using analogy with known words; knowledge of affixes, roots, or compounds; and syllabication

    • Identify base words, prefixes and suffixes (3-Z.1)
    • Determine the meaning of a word with pre-, re- or mis- (3-Z.2)
    • Use the prefixes pre-, re- and mis- (3-Z.3)
    • Determine the meaning of a word with -ful or -less (3-Z.4)
    • Determine the meaning of a word with -ly or -ness (3-Z.5)
    • Determine the meaning of a word with -able or -ment (3-Z.6)
    • Determine the meaning of a word with a suffix: review (3-Z.7)
    • Determine the meanings of words with prefixes and suffixes: review (3-Z.8)
    • Use Greek and Latin roots as clues to the meanings of words (3-AA.1)
    • Determine the meanings of Greek and Latin roots (3-AA.2)
    • Determine the meanings of words with Greek and Latin roots (3-AA.3)
    • Form compound words (3-BB.1)
    • Form and use compound words (3-BB.2)
    • Identify base words, prefixes and suffixes (4-T.1)
    • Determine the meaning of a word with pre-, re- or mis- (4-T.2)
    • Use the prefixes pre-, re- and mis- (4-T.3)
    • Determine the meaning of a word with -ful or -less (4-T.4)
    • Determine the meaning of a word with -ly or -ness (4-T.5)
    • Determine the meaning of a word with -able or -ment (4-T.6)
    • Determine the meaning of a word with a suffix: review (4-T.7)
    • Determine the meanings of words with prefixes and suffixes: review (4-T.8)
    • Use Greek and Latin roots as clues to the meanings of words (4-U.2)
    • Use the meanings of words as clues to the meanings of Greek and Latin roots (4-U.3)
    • Determine the meanings of Greek and Latin roots (4-U.4)
    • Determine the meanings of words with Greek and Latin roots (4-U.5)
    • Form compound words (4-V.1)
    • Form and use compound words (4-V.2)

  • use blending as one strategy for decoding words

  • recognize a wide variety of sight words

    • Homophones with pictures (3-EE.1)
    • Identify homophones (3-EE.2)
    • Use the correct homophone (3-EE.3)
    • Form and use irregular plurals (3-LL.8)
    • Form and use the irregular past tense: set 1 (3-PP.6)
    • Form and use the irregular past tense: set 2 (3-PP.7)
    • Form and use the irregular past tense: set 3 (3-PP.8)
    • Form and use the irregular past tense: set 4 (3-PP.9)
    • Form and use the irregular past tense: set 5 (3-PP.10)
    • Homophones with pictures (4-Y.1)
    • Identify homophones (4-Y.2)
    • Use the correct homophone (4-Y.3)
    • Form and use irregular plurals (4-FF.10)
    • Form and use the irregular past tense: set 1 (4-JJ.5)
    • Form and use the irregular past tense: set 2 (4-JJ.6)
    • Form and use the irregular past tense: set 3 (4-JJ.7)
    • Form and use the irregular past tense: set 4 (4-JJ.8)

  • use a dictionary

    • Order alphabetically based on the first letter (3-JJ.1)
    • Order alphabetically based on the first two letters (3-JJ.2)
    • Order alphabetically based on the first three letters (3-JJ.3)
    • Order alphabetically: challenge (3-JJ.4)
    • Use guide words (3-JJ.5)
    • Use dictionary entries (3-JJ.6)
    • Use dictionary definitions (3-JJ.7)
    • Order alphabetically based on the first letter (4-DD.1)
    • Order alphabetically based on the first two letters (4-DD.2)
    • Order alphabetically based on the first three letters (4-DD.3)
    • Order alphabetically: challenge (4-DD.4)
    • Use guide words (4-DD.5)
    • Use dictionary entries (4-DD.6)
    • Use dictionary definitions (4-DD.7)

  • identify main idea and supporting details of a text

  • identify principles of order in text (time, cause and effect, space)

  • interpret figurative language

    • Determine the meanings of similes (3-K.1)
    • Identify similes and metaphors (4-F.1)
    • Determine the meanings of similes and metaphors (4-F.2)
    • Determine the meaning of idioms from context: set 1 (4-AA.1)
    • Identify the meaning of idioms and adages: set 1 (4-AA.2)
    • Determine the meaning of idioms from context: set 2 (4-AA.3)
    • Identify the meaning of idioms and adages: set 2 (4-AA.4)

  • use clues from the text and personal experiences to gain an understanding of character

  • recognize different emotions and empathize with literary characters

  • recognize the elements of a story or plot

  • use prereading/previewing strategies, such as

    • predicting what the text will be about based on its title and pictures, as well as their personal experiences with the topic

    • making connections between what they read and their own experiences and knowledge

    • setting their own purposes for reading/viewing

    • asking themselves questions about what they want to find out

  • use during reading/viewing strategies, such as

    • verifying and adjusting predictions/ making further predictions

    • making connections between what they read and their own experiences and knowledge

    • visualizing characters, settings, and situations (making pictures in their minds)

  • use after-reading/viewing strategies such as

    • reflecting about the text

    • responding to the text (through talking, writing, or some other means of representation)

    • asking questions about the text

• 4.5 describe their own reading and viewing processes and strategies

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

• 5.1 answer, with assistance, their own questions and those of others by seeking information from a variety of texts

  • identify their own personal and learning needs for information

  • generate their own questions as a guide for research

  • use a range of print and non- print materials to meet their needs

  • use basic reference materials and a database or electronic search

    • Use guide words (3-JJ.5)
    • Use dictionary entries (3-JJ.6)
    • Use dictionary definitions (3-JJ.7)
    • Use guide words (4-DD.5)
    • Use dictionary entries (4-DD.6)
    • Use dictionary definitions (4-DD.7)
    • Use thesaurus entries (4-DD.8)

  • reflect on their own research process

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

• 6.1 make personal connections to texts and describe, share, and discuss their reactions and emotions

• 6.2 express and explain opinions about texts and types of texts, and the work of authors and illustrators, demonstrating an increasing awareness of the reasons for their opinions

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

• 7.1 question information presented in print and visual texts

  • use a personal knowledge base as a frame of reference

• 7.2 identify some different types of print and media texts

  • recognize some of their language conventions and text characteristics

    • Greetings and closings of letters (3-XX.1)
    • Capitalizing titles (3-XX.2)
    • Formatting titles (3-XX.3)
    • Formatting and capitalizing titles (3-XX.4)
    • Punctuating dialogue (3-XX.5)
    • Greetings and closings of letters (4-RR.1)
    • Capitalizing titles (4-RR.2)
    • Formatting titles (4-RR.3)
    • Formatting and capitalizing titles (4-RR.4)
    • Punctuating dialogue (4-RR.5)

  • recognize that these conventions and characteristics help them understand what they read and view

• 7.3 respond critically to texts

  • formulate questions as well as understandings

  • identify the point of view in a text and demonstrate an awareness of whose voices/positions are and are not being expressed

  • discuss the text from the perspective of their own realities and experiences

  • identify instances of prejudice, bias, and stereotyping