Comprehend and Respond (CR) Students Will Extend Their Abilities to View, Listen To, Read

Comprehend and Respond (CR) Students will extend their abilities to view, listen to, read, comprehend, and respond to a range of contemporary and traditional grade-level texts from First Nations, Métis, and other cultures in a variety of forms (oral, print, and other texts) for a variety of purposes including for learning, interest, and enjoyment. Grade 6 Grade 7 Grade 8 Grade 9 Outcome: CR6.6 Read and demonstrate comprehension and CR7.6 Read and demonstrate comprehension and CR8.6 Read and demonstrate comprehension and CR9.6a and CR9.6b Read and demonstrate Read a variety interpretation of grade-appropriate texts including interpretation (including thoughtful and critical interpretation of grade-appropriate texts including comprehension and interpretation of grade-level of texts traditional and contemporary prose fiction, poetry, response to content and craft) of grade-appropriate traditional and contemporary prose fiction, poetry, appropriate texts including traditional and and plays from First Nations, Métis, and other texts including traditional and contemporary prose and plays from First Nations, Métis, and other contemporary prose fiction, poetry, and plays from cultures. fiction, poetry, and plays from First Nations, Métis, cultures to evaluate the purpose, message, point of First Nations, Métis, and other cultures to develop and other cultures. view, craft, values, and biases, stereotypes, or an insightful interpretation and response. prejudices. Reading CR6.7 Read independently and demonstrate CR7.7 Read independently and demonstrate CR8.7 Read independently and demonstrate CR9.7a and CR9.7b Read independently and Information comprehension of a variety of information texts with comprehension of a variety of specialized information comprehension of a variety of information texts demonstrate comprehension of a variety of Texts some specialized language including texts including including understanding the main ideas and information texts including  grade level instructional materials  grade-level instructional materials, supporting evidence, explaining connections between  expository essays  non-fiction books  non-fiction books new ideas and information and previous thoughts,  historical accounts  reports and articles from magazines and  reports and articles and recognizing any biases or false reasoning in texts  news articles journals  reference materials such as:  scientific writing  reference materials  instructions  grade-level instructional materials,  online databases  written instructions  advertising and promotional material  non-fiction books  online databases  websites  reports and articles  online databases  reference materials  instructions  advertising and promotional material  websites  online databases Reading CR6.8 Read grade 6 appropriate texts to increase CR7.8 Read Grade 7 appropriate texts to increase CR8.8 Read Grade 8 appropriate texts to increase CR9.8a and CR9.8b Read Grade 9 appropriate Fluency fluency (120-160 wcpm orally; 160-210 silently) and fluency (130-170 wcpm orally; 170-220 silently) and fluency (140-180 wcpm orally; 180-230 silently) and texts to increase fluency and expression expression. expression. expression. (150+wcpm orally; 215-260 silently). Big Ideas/ Reading a wide variety of books expands my mind. Enduring Understanding Essential What shall I read? Question(s) Know

Indicators/Do Demonstrate the behaviours of an effective and active reader of fiction and non-fiction texts What do good readers do?  preparing to read by  previewing  asking questions  setting purpose  considering what is known and what needs to be known  identify appropriate rate (e.g., skim, scan, or read  use appropriate rate (e.g., skim, scan, or read  matching reading rate to purpose and difficulty of  adjusting reading rate to specific purpose carefully) according to purpose carefully) according to purpose text  rereading to clarify understanding  Choose from a repertoire of before, during, after strategies (CR.2 ) in order to read critically, inferentially and literally. Read Independently for self-initiated and assigned purposes Why do I read?  read independently for a variety of purposes including:  to gather information  to follow directions  to form an opinion  to understand information  to enjoy and appreciate ideas and craft  select, independently, a range of contemporary and traditional texts appropriate to interests and learning needs Develop a repertoire of note making strategies appropriate to purpose and situation See CC 6.9, 7,8,9.2 What will help me remember what I read?  lists  summaries  observations  descriptions Author’s Craft CR.1 What impact does the author’s craft have on me as a reader?  Recognize the author’s use of language (formal,  Recognize the author’s use of language (formal,  Interpret the author’s use of language (formal,  Analyze the author’s form, technique, and use of informal, slang) and techniques (e.g., informal, colloquial) and significant elements and informal, colloquial) and significant elements and language. foreshadowing) techniques and how they interact to create effects. techniques and how they interact to create effects.  Analyze author’s point of view and reason for  Identify point of view in narrative (i.e. first person,  Recognize author’s point of view and reason for  Recognize author’s point of view and reason for choosing it. second g. person, third person) choosing it. choosing it.  Analyze author’s overall organization of ideas.  Recognize author’s overall organization of ideas.  Recognize author’s overall organization of ideas. Identify, analyze, and apply knowledge of the purpose, structure, and elements of different text types by utilizing various ways of reading CR.2 and CR.3 How should I read this text?  Determine credibility of text type  Use specialized language features such as  Glossary  Appendix  Captions  Novels – read beginning to end  Non-fiction – choose to read specific sections based on interest or need  Websites – read what is most appealing, suits purpose Analyze and evaluate what is read. What is the author trying to say?  Respond critically to text ideas and author’s craft by using textual evidence to support interpretations.  Recognize how text contributed to own understanding of self, roles in society, and relationships with others.  Summarize major ideas presented in printed texts.  Evaluate the effectiveness of a range of written texts.  Consider alternative interpretations  Consider more complex and alternative  Draw conclusions about author’s message and craft.  Interpret author’s message, values, and craft  make judgements about purpose and relevancy interpretations.  Identify and analyze techniques and elements such as figurative language and rhetorical and stylistic features of texts.  Identify with and develop an understanding of the  Identify with and develop an understanding of the  Identify with and develop an understanding of the  Locate and analyze the elements of setting, characters the author has created from what they characters the author has created from what they say characters the author has created from what they characterization, and plot to construct say and do. and do and from what other characters and the say and do and from what other characters and the understanding of how characters influence the narrator say about them narrator say about them. progression and resolution of the plot.  Compare values expressed in texts through author and through characters to own values Develop the components of fluency in order to read, orally and silently, grade appropriate texts to increase comprehension Is my reading fluent?  Accuracy – reads effortlessly, recognizes print automatically  Rate - varies speed according to purpose, meaning, and effect  Expression - punctuation and its effects, tone of voice, facial expression Read and demonstrate literal, inferential and critical comprehension of a range of literary and information texts Do I read for deeper meaning?  Read and demonstrate understanding of the main ideas, events, or themes interpretation of a range of grade-level-appropriate texts in a variety of genres and from different cultural traditions.  Draw and support conclusions and opinions about author’s message, values, point of view, and craft in a variety of novels, stories, poetry, print, and electronic media. Evidence of Suggested tools to collect evidence of thinking: response journals, think alouds, double entry journals, blogs, etc. Understanding Outcome can be measured in conjunction with 1 or more Compose and Create outcomes. Products: Observations:

Conversations:

Sept. 27, 2010

Living Sky School Division No. 202