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, from a variety of sources, texts that are appropriate to their range of interests and learning needs

• 4.2 read widely and experience a wide variety of children's literature for a variety of purposes, including recreation and information

• 4.3 use the organizational features of a specific type of text, to obtain, verify and reinforce their understanding of information (e.g., illustrations, headings, bold print, use of colour; textual features of a book, video, painting)

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

  • Which sentence is more formal? (6-C.1)
  • Interpret figures of speech (6-E.1)
  • Classify figures of speech (6-E.2)
  • Use personification (6-L.1)
  • Use the correct frequently confused word (6-M.1)
  • Correct errors with frequently confused words (6-M.2)
  • Words with pre- (6-O.1)
  • Words with re- (6-O.2)
  • Words with sub- (6-O.3)
  • Words with mis- (6-O.4)
  • Words with un-, dis-, in-, im- and non- (6-O.5)
  • Words with -ful (6-O.6)
  • Words with -less (6-O.7)
  • Words with -able and -ible (6-O.8)
  • Use Greek and Latin roots as clues to the meanings of words (6-P.1)
  • Use the meanings of words as clues to the meanings of Greek and Latin roots (6-P.2)
  • Use words as clues to the meanings of Greek and Latin roots (6-P.3)
  • Determine the meanings of Greek and Latin roots (6-P.4)
  • Determine the meanings of words with Greek and Latin roots (6-P.5)
  • Find synonyms in context (6-Q.2)
  • Find antonyms in context (6-Q.4)
  • Use the correct homophone (6-R.1)
  • Which definition matches the sentence? (6-R.2)
  • Which sentence matches the definition? (6-R.3)
  • Determine the meaning of idioms from context: set 1 (6-S.1)
  • Identify the meaning of idioms and adages: set 1 (6-S.2)
  • Determine the meaning of idioms from context: set 2 (6-S.3)
  • Identify the meaning of idioms and adages: set 2 (6-S.4)
  • Describe the difference between related words (6-T.1)
  • Positive and negative connotation (6-T.2)
  • Analogies (6-U.1)
  • Analogies: challenge (6-U.2)
  • Alphabetical order (6-W.1)
  • Use guide words (6-W.2)
  • Use dictionary entries (6-W.3)
  • Use dictionary definitions (6-W.4)
  • Use thesaurus entries (6-W.5)
  • Is the sentence declarative, interrogative, imperative or exclamatory? (6-X.1)
  • Identify vague pronoun references (6-Z.3)
  • Identify all of the possible antecedents (6-Z.4)
  • Choose between personal and reflexive pronouns (6-AA.5)
  • Choose between the past tense and past participle (6-DD.6)
  • What does the punctuation suggest? (6-II.4)
  • Commas with nonrestrictive elements (6-II.5)

• 4.5 reflect on 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 their own questions and those of others by selecting relevant information from a variety of texts

  • access and manipulate information from a variety of texts for a range of purposes

  • use classification systems and basic reference materials to facilitate research

    • Alphabetical order (6-W.1)
    • Use guide words (6-W.2)
    • Use dictionary entries (6-W.3)
    • Use dictionary definitions (6-W.4)
    • Use thesaurus entries (6-W.5)

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

    • Alphabetical order (6-W.1)
    • Use guide words (6-W.2)
    • Use dictionary entries (6-W.3)
    • Use dictionary definitions (6-W.4)
    • Use thesaurus entries (6-W.5)

  • share and reflect on their research process

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

• 6.1 develop a personal response of a range of texts by making connections among and within texts

• 6.2 reflect on and support their interpretations of a variety of texts

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 expanding knowledge base and experience with texts to question and analyze information presented in print and visual texts

  • consider information from alternative perspectives

    • Positive and negative connotation (6-T.2)

• 7.2 use the conventions and characteristics of different types of print and media texts to help them understand what they read and view

  • Which sentence is more formal? (6-C.1)
  • Describe the difference between related words (6-T.1)
  • Positive and negative connotation (6-T.2)

• make connections with the purpose of each text or genre

  • Positive and negative connotation (6-T.2)

• 7.3 respond critically to texts by

  • applying strategies to analyse and evaluate a text

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

    • Positive and negative connotation (6-T.2)

  • recognizing the ways language is being used to manipulate, persuade, or control them

    • Which sentence is more formal? (6-C.1)
    • Interpret figures of speech (6-E.1)
    • Classify figures of speech (6-E.2)
    • Determine the meaning of idioms from context: set 1 (6-S.1)
    • Identify the meaning of idioms and adages: set 1 (6-S.2)
    • Determine the meaning of idioms from context: set 2 (6-S.3)
    • Identify the meaning of idioms and adages: set 2 (6-S.4)
    • Positive and negative connotation (6-T.2)

  • identifying and discussing instances of prejudice, bias, stereotyping, and propaganda