Prince Edward Island

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

• select, independently, texts appropriate to their interests and learning needs

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

• 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

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

  • Use coordinating conjunctions (5-O.2)
  • 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)
  • Choose the synonym (5-X.1)
  • 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)
  • Form and use plurals of nouns ending in f, fe, o and y (5-GG.4)
  • Form plurals: review (5-GG.5)
  • Form and use plurals: review (5-GG.6)
  • Identify plurals, singular possessives and plural possessives (5-GG.7)
  • Form the singular or plural possessive (5-GG.8)
  • Identify and correct errors with plural and possessive nouns (5-GG.9)
  • Identify personal pronouns (5-HH.1)
  • Choose between subject and object personal pronouns (5-HH.2)
  • Replace the noun with a personal pronoun (5-HH.3)
  • Compound subjects and objects with "I" and "me" (5-HH.4)
  • Compound subjects and objects with personal pronouns (5-HH.5)
  • Use possessive pronouns (5-HH.6)
  • Choose between personal and reflexive pronouns (5-HH.7)
  • Use reflexive pronouns (5-HH.8)
  • Identify relative pronouns (5-HH.9)
  • Use relative pronouns: who and whom (5-HH.10)
  • Use relative pronouns: who, whom, whose, which and that (5-HH.11)
  • Identify main verbs and helping verbs (5-II.1)
  • What does the modal verb show? (5-II.2)
  • Use the correct modal verb (5-II.3)
  • Use the correct subject or verb (5-JJ.1)
  • Use the correct subject or verb – with compound subjects (5-JJ.2)
  • Is the sentence in the past, present or future tense? (5-KK.1)
  • Form and use the regular past tense (5-KK.2)
  • Form and use the irregular past tense (5-KK.3)
  • Form and use the simple past, present and future tense (5-KK.4)
  • Correct inappropriate shifts in verb tense (5-KK.5)
  • Use the progressive verb tenses (5-KK.6)
  • Form the progressive verb tenses (5-KK.7)
  • Choose between the past tense and past participle (5-KK.8)
  • Use the perfect verb tenses (5-KK.9)
  • Form the perfect verb tenses (5-KK.10)
  • Identify adjectives (5-LL.1)
  • Order adjectives (5-LL.2)
  • Identify adverbs (5-LL.3)
  • Use relative adverbs (5-LL.4)
  • Choose between adjectives and adverbs (5-LL.5)
  • Is the word an adjective or adverb? (5-LL.6)
  • Use adjectives to compare (5-LL.7)
  • Spell adjectives that compare (5-LL.8)
  • Use adjectives with more and most (5-LL.9)
  • Use adverbs to compare (5-LL.10)
  • Identify prepositions (5-MM.1)
  • Identify prepositions and their objects (5-MM.2)
  • Identify prepositional phrases (5-MM.3)
  • Prepositions: review (5-MM.4)
  • Identify coordinating conjunctions (5-NN.1)
  • Identify subordinating conjunctions (5-NN.2)
  • Use the correct pair of correlative conjunctions (5-NN.3)
  • Fill in the missing correlative conjunction (5-NN.4)
  • Pronoun-verb contractions (5-OO.1)
  • Contractions with "not" (5-OO.2)

• 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.

• answer, with increasing independence, 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 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

  • 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.

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

• support their opinions about texts and features of types of texts

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

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

• 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)
  • Capitalizing titles (5-QQ.2)
  • Formatting titles (5-RR.1)
  • Formatting and capitalizing titles (5-RR.2)
  • Punctuating dialogue (5-RR.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