Comprehend and Respond (CR)

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: CR6.2 Select and use appropriate CR7.2 Select and use appropriate CR8.2 Select and use appropriate CR9.2a and CR9.2b Select and use Comprehensio strategies to construct meaning strategies to construct meaning strategies to construct meaning appropriate strategies to construct n . before (considering what they know and . before (formulating questions) . before (previewing and anticipating meaning strategies need to know about topic) . during (recognizing organizational structure) message) . before (formulating focus questions) . during (making connections to prior . and after (making judgments supported by . during (making inferences based on text . during (adjusting rate to the specific knowledge and experiences) evidence) and prior knowledge) purpose and difficulty of the text) . and after (drawing conclusions) viewing, listening, and reading. . and after (paraphrasing and summarizing) . and after (analyzing and evaluating) viewing, listening, and reading. viewing, listening, and reading. viewing, listening, and reading. Big Ideas/ Effective readers use strategies to get to the meaning of text. Enduring Understanding Essential What do I do to help me understand what I read, view and hear? What do good readers do? Question(s) Know Indicators/Do * What varies from one {reading} phase to the next is the growth in * First Steps Reading Map of Development, Canadian Edition (2008)  the number and integration of strategies  the awareness and monitoring of strategies  the efficiency in use and selection of strategies  the ability to articulate the use of the strategies  the awareness of how the use of strategies helps with making meaning Understand that listening, reading, and viewing require Apply the before, during, and after strategies during Describe, apply, and assess the strategies used before, Analyze and evaluate the strategies used before, during, the use of several strategies before, during, and after independent viewing, listening, reading, and response during, and after viewing, listening, and reading and after viewing, listening, and reading including: listening, reading, and viewing including: including: including: Before What strategies do proficient reader, viewers and listeners do before they engage with a text? Activate and Build Prior Knowledge by using a repertoire of strategies such as: . KWL . anticipation guides . class discussions . consider previous study and experience to consider . Webbing . semantic mapping . questioning what might be found in text . Knowledge rating . role play Ask Questions . survey text and ask questions about it . survey text and ask questions about it . survey text and ask questions about it . formulate focus questions to search for answers in the . generate questions to address the “needs to be • form implicit questions and search for answers in text text while viewing, listening, and reading known” . create an expectation outline to guide questions about text Preview Text to Make Predictions CR.6 CR.7 . preview beginning events . skim and scan the text features to predict the main idea . skim and scan the text features to predict the main . reflect upon possible themes after being introduced to . consider the accompanying visuals and headings . predict outcomes idea an upcoming text . read the first and last paragraphs of a print text . preview and skim for text structure . review an outline of the main ideas in a text and . make predictions before viewing, listening, or reading predict what information or stance will be used to using evidence from the text to support thinking support these main ideas Anticipate Message and Author’s/Presenter’s Intent . consider title and what is known about author . determine the author’s purpose and audience . consider the author’s/presenter’s possible intention . discuss subject, raise questions about it, and seek given a brief biographical sketch about his or her possible solutions prior to viewing, listening, or background and causes reading . use an anticipation guide Set Purpose . set focus on what we “need to and might learn” about . use 5 Ws+H to consider possible purposes for viewing, . discuss and set a purpose with peers . set a purpose that focuses on improving topic listening, and reading understanding of what text presents – intent, ideas, form, technique, tone During Connect and Construct Meaning (making connections) CR.1 . respond to a text with connections to self, text, and . interpret a text by making personal connections to text . compare the text with one’s own self, other texts and . evaluate how text relates to self, to other texts, and to world and contemporary issues and problems and world and to contemporary and historical issues the world the world giving specific examples and problems

Note Key Ideas and What Supports Them (determining importance) . find important ideas and identify supporting details . identify key words and sentences . identify important ideas and messages . determine what the text presents literally, . identify the problem, the key events, and the problem . identify and understand cause and effect and other . note how examples, illustrations, and visual aids inferentially, and critically resolution relationships among ideas support or take away from key message Construct Mental Images (visualizing) . respond to the text by visualizing the setting and . identify the writer’s/presenter’s use of language to . visualize what a character might be seeing, hearing, . evaluate what the text intends by considering the mood the author’s words elicit evoke sensory images, emotions, or mood smelling, tasting, or feeling in a particular place and words that help one to see, hear, smell, taste, or feel . consider why the author tries to create those images, time experiences and situations emotions and moods . consider what the author is trying to convey as he/she chooses the words that evoke the image

Make, Confirm, and Adjust Predictions (predicting) . make predictions using evidence from the text to . consistently make predictions using evidence from the . identify and explain the clues in the text that confirm . predict, clarify, and confirm predictions support thinking text to support thinking and to confirm conclusions defensible predictions . make predictions using text features . confirm or reject predictions . confirm or reject predictions Make, Confirm, and Adjust Inferences and Draw Conclusions (inferring) . use stated or implied ideas to support interpretation of . interpret the unstated ideas by making predictions, . analyze, infer, and explain unstated ideas in texts . draw conclusions based on evidence in text text drawing conclusions and making judgements . evaluate the inferences and conclusions against world . make judgments and draw conclusions about ideas in . draw conclusions from dialogue, including language or collaborative view texts with double meaning Ask Questions (questioning) . ask questions to check understanding and confirm . ask questions to increase explicit and implicit . ask questions, focusing particularly on inferential . ask and answer questions about the intent of the text text’s message understanding of text questions to gain meaning from text and its effectiveness . ask questions that support critically evaluating the text Use Cueing Systems to Construct Meaning and Self-monitor Comprehension (monitoring) . self-monitor understanding and recognize when . develop a repertoire of word attack skills: . use and insert notations such as + for “that’s new”, ? . make notes in own words and organize them using meaning is lost . sounding out for “I don’t understand”, * for “that’s important” heading . develop a repertoire of word attack skills: . chunking (breaking a word into its parts) . recognize unknown words and determine their . recognize unknown words and determine their . sounding out . transfer (compare unknown words to meaning meaning . chunking (breaking a word into its parts) know words) . develop a repertoire of strategies to ‘fix-up” . develop a repertoire of strategies to ‘fix-up” . transfer (compare unknown words to know . consult a reference understanding: understanding: words) . develop a repertoire of strategies to ‘fix-up” . clarify the meaning of words . clarify the meaning of words . consult a reference understanding: . rereading . rereading . develop a repertoire of strategies to ‘fix-up” . clarify the meaning of words . adjusting reading rate . adjusting reading rate understanding: . rereading . stop and think . paraphrase . clarify the meaning of words . adjusting reading rate . skim, scan, and read carefully depending on the text . skim, scan, and read carefully in keeping with . rereading . reading on complexity and purpose purpose and difficulty of text focus . adjusting reading rate . match silent and oral reading rate to specific purpose . match silent and oral reading rate to specific purpose and difficulty of text and difficulty of text After Recall, Paraphrase, Summarize, and Synthesize . use strategies to remember information from factual . track, gather, and summarize information about . connect, compare, and contrast ideas in texts . Provide evidence of understanding the complex ideas texts characters, their traits, and their relationships . synthesize the key points in the text to justify your and plots in a text . summarize main ideas to arrive at new understanding . summarize main points interpretations of the main message . synthesize the main ideas or message from the text or conclusion . summarize and ask questions to synthesize information with a world event or worldview. . synthesize information from two different points of from different texts view Reflect and Interpret . draw conclusions . explain how the texts reveal the theme through events, . keep an open mind and consider ideas that differ . consider what has been learned through the . support thinking beyond the text with specific characters, plot from own conclusions identified from the text evidence based on personal experience . explain identification with character or incidents and . connect, compare, and contrast ideas in text to own . compare own values with those presented in text why knowledge and experiences . work co-operatively with others to reach consensus on the meaning of a text and how to interpret it Evaluate (respond critically) . understand subtexts where the author is saying one . think critically about the authenticity of characters and . identify strategies used to influence audience . analyze and explain the purpose, message, values, thing but meaning another the portrayal of current issues including exaggeration, one-sided view of a group, artistry, or perspective presented in the text . draw conclusions about the validity of ideas and . identify bias and stereotyping information . identify fact and opinion Evaluate Craft and Techniques . recognize, understand, and discuss symbolism . discuss the artistic aspect of a text including how . draw conclusions about presenter’s, speaker’s, . analyze and discuss the artistry of the texts . understand how layout contributes to the meaning and illustrations and narrative form a cohesive whole writer’s choice of craft to present message, values, effectiveness of texts . detect the emotional appeal and language that is and point of view persuasive Listen, Read, or View again and Speak, Write, and Represent to Deepen Understanding and Pleasure . express opinion about ideas, themes, issues, and . notice how the author/presenter reveals the underlying . listen, read, or view again to evaluate the . review text for insights into cultures and time periods experiences presented in texts using examples from messages effectiveness and overall impact of the text to deliver texts to support . try out different interpretations through oral reading the message intended Evidence of Make thinking, processing, and reading skills visible by Understanding using tools such as: response journals, think alouds, Products: double entry journals, blogs, etc. Outcome can be measured in conjunction with 1 or more Compose and Create outcomes. 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Sept. 27, 2010

Living Sky School Division No. 202