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 texts that address their learning needs and range of special interests

• 4.2 read widely and experience a variety of literary genre from different provinces and countries

• 4.3 recognize how and why authors use pictorial, typographical, and organizational devices (e.g., headings, tables, graphs and bold print) to construct and enhance meaning

• 4.4 use cueing systems and a variety of strategies to construct meaning in reading and viewing a variety of print and media texts

  • Interpret the meaning of an allusion from its source (7-E.1)
  • Interpret figures of speech (7-E.3)
  • Words with pre- (7-O.1)
  • Words with re- (7-O.2)
  • Words with sub- (7-O.3)
  • Words with mis- (7-O.4)
  • Words with un-, dis-, in-, im- and non- (7-O.5)
  • Words with -ful (7-O.6)
  • Words with -less (7-O.7)
  • Words with -able and -ible (7-O.8)
  • Use Greek and Latin roots as clues to the meanings of words (7-P.1)
  • Use words as clues to the meanings of Greek and Latin roots (7-P.2)
  • Determine the meanings of Greek and Latin roots (7-P.3)
  • Determine the meanings of words with Greek and Latin roots (7-P.4)
  • Describe the difference between related words (7-S.1)
  • Positive and negative connotation (7-S.2)
  • Analogies (7-T.1)
  • Analogies: challenge (7-T.2)
  • Determine the meaning of words using synonyms in context (7-U.2)
  • Determine the meaning of words using antonyms in context (7-U.3)
  • Use context to identify the meaning of a word (7-U.4)
  • Alphabetical order (7-W.1)
  • Use guide words (7-W.2)
  • Use dictionary entries (7-W.3)
  • Use dictionary definitions (7-W.4)

• 4.5 explain the reading and viewing processes and strategies that help them construct meaning

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

• 5.1 select and use information with increasing independence to meet their individual learning needs

  • use a range of print and non-print sources (e.g., E-mail, CD ROMs, books, newspapers)

    • Alphabetical order (7-W.1)
    • Use guide words (7-W.2)
    • Use dictionary entries (7-W.3)
    • Use dictionary definitions (7-W.4)
    • Use thesaurus entries (7-W.5)

  • use research strategies to answer their research questions

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

• 6.1 provide personal responses to texts by explaining initial reactions to those texts

• 6.2 express personal points of view about texts, giving reasons for their interpretations

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

• 7.1 recognize that texts can be biased in their content, organization, and structure

• 7.2 recognize that texts are constructed for particular purposes and that particular audiences influence choice of language, form, and genre

  • Which sentence is more formal? (7-C.2)
  • Positive and negative connotation (7-S.2)

• 7.3 respond critically to texts of increasing complexity

  • identify and describe the form, structure, and content of texts and how they might contribute to meaning

    • Which sentence is more formal? (7-C.2)
    • Positive and negative connotation (7-S.2)

  • recognize that personal knowledge, ideas, values, perceptions, and points of view are influenced by what they read and view

  • recognize how and when personal background influences both the creation of texts and the readers'/ viewers' interpretation and response

  • explore how various cultures and realities are portrayed in texts

  • recognize that there are values inherent in a text