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 texts that address their learning needs and range of special interests

• read widely and experience a variety of young adult fiction and literature from different provinces and countries

• explain with some regularity how authors use pictorial, typographical, and other organizational devices such as tables and graphs to achieve certain purposes in their writing, and rely on those devices to construct meaning and enhance understanding

• read with greater fluency, confidence, and comprehension by furthering personal understanding, recognition, and use cueing systems and strategies to read and view increasingly complex texts

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

• regularly identify the processes and strategies readers and viewers apply when constructing meaning; develop an understanding of the personal processes and strategies applied when reading and viewing; reflect on personal growth as readers and viewers of texts and use this awareness of personal development to push reading and viewing ability even further

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

• access appropriate print and non-print sources with increasing independence and select information to meet specific needs with increasing speed, accuracy, and confidence

  • Alphabetical order (8-X.1)
  • Use guide words (8-X.2)
  • Use dictionary entries (8-X.3)
  • Use dictionary definitions (8-X.4)
  • Use thesaurus entries (8-X.5)

• experiment with and rely upon a range of print and non-print (e-mail, CD-ROMs) sources for accessing and selecting information

• employ various relevant research strategies such as generating questions, drafting an outline, or interviewing peers to determine what questions they would like answered by their research

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

• elaborate personal reactions to what is read and viewed by providing some extended explanations, examples, and supporting arguments

• state personal points of view about what is read and viewed and justify views with increasing regularity

• with increasing confidence and flexibility, find evidence in texts to support personal claims and viewpoints about issues, themes, and situations

  • Choose the best evidence to support a claim (9-H.3)
  • Identify supporting evidence in a text (9-H.4)

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

• recognize that texts need to be assessed for bias and broaden their understanding and awareness of the ways in which print and media texts can be biased; begin to question and think critically about the relevance and reliability of information when answering questions and inquiries

  • Distinguish facts from opinions (9-H.1)

• identify the various features and elements writers use when writing for specific readers for specific purposes; describe how texts are organized to accommodate particular readers' needs and to contribute to meaning and effect

  • Which sentence is more formal? (8-C.2)
  • Positive and negative connotation (8-S.2)

• expand on earlier abilities to respond critically to a range of texts in various ways

  • understand how personal knowledge, ideas, values, perceptions, and points of view influence how writers create texts

  • recognize how and when personal background influences meaning construction, understanding, and textual response

  • describe how cultures and reality are portrayed in media texts