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, texts appropriate to their interests and learning needs

• 4.2 read widely and experience a variety of children's literature with an emphasis in genre and authors

• 4.3 use pictures and illustrations, word structures, and text features (e.g., table of contents, headings and sub-headings, glossaries, indices, structures of narrative and different types of expository texts, key ideas, and margin notes) to locate topics and obtain or verify their understanding of information

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

• 4.4 use and integrate the pragmatic, semantic, syntactic, and graphophonic cueing systems (e.g., context clues; word order; structural analysis to identify roots, prefixes, and suffixes) and a variety of strategies to construct meaning (e.g., using a dictionary to determine word meaning in context)

  • Use the correct frequently confused word (5-S.1)
  • Correct errors with frequently confused words (5-S.2)
  • Words with pre- (5-U.1)
  • Words with re- (5-U.2)
  • Words with sub- (5-U.3)
  • Words with mis- (5-U.4)
  • Words with un-, dis-, in-, im- and non- (5-U.5)
  • Words with -ful (5-U.6)
  • Words with -less (5-U.7)
  • Words with -able and -ible (5-U.8)
  • Use Greek and Latin roots as clues to the meanings of words (5-V.2)
  • Use the meanings of words as clues to the meanings of Greek and Latin roots (5-V.3)
  • Use words as clues to the meanings of Greek and Latin roots (5-V.4)
  • Determine the meanings of Greek and Latin roots (5-V.5)
  • Determine the meanings of words with Greek and Latin roots (5-V.6)
  • Find synonyms in context (5-X.2)
  • Find antonyms in context (5-X.4)
  • Use the correct homophone (5-Z.1)
  • Which definition matches the sentence? (5-AA.1)
  • Which sentence matches the definition? (5-AA.2)
  • Describe the difference between related words (5-CC.1)
  • Positive and negative connotation (5-CC.2)
  • Use guide words (5-EE.4)
  • Use dictionary entries (5-EE.5)
  • Use dictionary definitions (5-EE.6)
  • Identify nouns – with abstract nouns (5-GG.1)
  • Identify common and proper nouns (5-GG.2)
  • Identify plurals, singular possessives and plural possessives (5-GG.7)
  • Identify and correct errors with plural and possessive nouns (5-GG.9)
  • What does the modal verb show? (5-II.2)
  • Use the correct modal verb (5-II.3)
  • Choose between the past tense and past participle (5-KK.8)

• 4.5 describe and discuss their own processes and strategies in reading and viewing

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

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

  • respond to personal, group, and instructional needs for information through accessing a variety of texts

  • demonstrate an understanding of how classification systems and basic reference materials are used to facilitate research

  • use a range of reference texts and a database or an electronic search to aid in the selection of texts

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

  • increase their abilities to access information in response to their own and others' questions

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

• 6.1 describe, share, and discuss their personal reactions to a range of texts across genres, topics, and subjects

• 6.2 support their opinions about texts and features of types of texts, and the work of authors and illustrators

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

• 7.1 use their background knowledge to question and analyse information presented in print and visual texts

• 7.2 recognize how conventions and characteristics of different types of print and media texts help them understand what they read and view

  • Which sentence is more formal? (5-C.2)
  • Positive and negative connotation (5-CC.2)
  • Capitalizing titles (5-QQ.2)
  • Formatting titles (5-RR.1)
  • Formatting and capitalizing titles (5-RR.2)

• 7.3 respond critically to texts by

  • applying strategies to analyse a text

  • demonstrating growing awareness that all texts reflect a purpose and a point of view

  • identifying instances where language is being used to manipulate, persuade, or control them

    • Which sentence is more formal? (5-C.2)
    • Positive and negative connotation (5-CC.2)

  • identifying instances of opinion, prejudice, bias, and stereotyping