Language Arts
Grade 6: Reading |
Planning: Term # Tracking: Ach. Level |
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Overall Expectations |
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1.
read and demonstrate an understanding of a variety of literary, graphic, and informational
texts, using a range of strategies to construct meaning; |
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2.
recognize a variety of text forms, text features, and stylistic elements and
demonstrate understanding of how they help communicate meaning; |
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3.
use knowledge of words and cueing systems to read fluently; |
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4.
reflect on and identify their strengths as readers, areas for improvement,
and the strategies they found most helpful before, during, and after reading. |
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Specific Expectations
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1.
Reading for Meaning |
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Variety
of Texts: 1.1 read a wide variety of texts from diverse cultures, including
literary texts (e.g., short stories, poetry, myths, legends, fantasies,
novels, plays), graphic texts (e.g., graphic novels, advertisements, atlases,
graphic organizers, charts and tables), and informational texts (e.g.,
biographies, textbooks, and other non-fiction materials; articles and
reports; print and online editorials, various electronic texts, webquest
texts) |
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Purpose:
1.2 identify a variety of purposes for reading and choose reading materials
appropriate for those purposes (e.g., online and print sources to compare
different approaches to the same topic; webquest texts for information on a
historical topic; graphic organizers, charts, and tables for specific
information; a novel or a nonfiction book on a favourite topic for personal
enjoyment) |
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Comprehension
Strategies: 1.3 identify a variety of reading comprehension strategies and
use them appropriately before, during, and after reading to understand
increasingly complex texts (e.g., activate prior knowledge on a topic through
brainstorming and developing concept maps; use visualization and comparisons
with images from other media to clarify details of characters, scenes, or
concepts in a text; make predictions about a text based on knowledge of
similar texts; reread or read on to confirm or clarify understanding) |
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Demonstrating
Understanding: 1.4 demonstrate understanding of increasingly complex texts by
summarizing and explaining important ideas and citing relevant supporting
details (e.g., general idea and related facts in chapters, reports, tables
and charts, concept maps, online and print magazine articles, editorials,
brochures or pamphlets, websites; main theme and important details in short stories,
poems, plays, legends) |
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Making
Inferences/Interpreting Texts: 1.5 develop interpretations about texts using
stated and implied ideas to support their interpretations. Teacher prompt:
"What is the story between the lines ... beyond the lines? What clues
did the author give that led to your conclusion? Why do you think the author
doesn't state these ideas directly?" |
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Extending
Understanding: 1.6 extend understanding of texts by connecting, comparing,
and contrasting the ideas in them to their own knowledge, experience, and
insights, to other familiar texts, and to the world around them. Teacher
prompt: "How does the author's treatment of this topic compare with
treatments of the topic in other sources?" |
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Analysing
Texts: 1.7 analyse increasingly complex texts and explain how the different
elements in them contribute to meaning (e.g., narrative: contribution of
characters, setting, and plot to the theme; persuasive argument: the role of
the summing-up paragraph in highlighting the most compelling points in the
argument) |
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Responding
to and Evaluating Texts: 1.8 make judgements and draw conclusions about ideas
in texts and cite stated or implied evidence from the text to support their
views. Teacher prompts: "What conclusions can you draw from the events
or information presented in the text?" "Has the author chosen the
most convincing facts to support his or her opinion?" |
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Point
of View: 1.9 identify the point of view presented in texts; determine whether
they can agree with the view, in whole or in part; and suggest some other
possible perspectives (e.g., ask questions to identify any biases that are
stated or implied in the view presented). Teacher prompts: "Who would be
most likely to share this point of view? Who would not?" "How would
you revise the text to appeal to a different or a wider audience?"
"Why do you think stereotypes are used in certain texts?" |
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2.
Understanding Form and Style |
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Text
Forms: 2.1 analyse a variety of text forms and explain how their particular
characteristics help communicate meaning, with a focus on literary texts such
as a myth (e.g., the use of imaginary/supernatural characters tells the
reader not to interpret the story literally), graphic texts such as an
advertisement (e.g., colour and layout are used to emphasize the appeal and
importance of the product), and informational texts such as an editorial
(e.g., the formal, logical structure of thesis, development, and summary/conclusion
helps create an authoritative impression) |
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Text
Patterns: 2.2 identify a variety of organizational patterns in a range of
texts and explain how they help readers understand the texts (e.g., order of
importance in a persuasive letter or news report, a grid and coordinates in a
map, columns and rows in a table, time order in a biography) |
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Text
Features: 2.3 identify a variety of text features and explain how they help
readers understand texts (e.g., indexes, headings/subheadings, captions and
labels, and drop-down menus help the reader locate key words, phrases, or
ideas when skimming or scanning a text before reading) |
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Elements
of Style: 2.4 identify various elements of style - including voice, word
choice, and the use of hyperbole, strong verbs, dialogue, and complex
sentences - and explain how they help communicate meaning (e.g., hyperbole
provides drama and emphasis in a persuasive article; a complex sentence
allows the author to combine ideas for succinctness and improved flow) |
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3.
Reading with Fluency |
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Reading
Familiar Words: 3.1 automatically read and understand most words in a range
of reading contexts (e.g., words from oral vocabulary and grade-level texts;
terminology used regularly in discussions and posted on anchor charts; words
from shared-, guided-, and independent-reading texts and resource materials in
the curriculum subject areas) |
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Reading
Unfamiliar Words: 3.2 predict the meaning of and rapidly solve unfamiliar
words using different types of cues, including: •
semantic (meaning) cues (e.g., prefixes, suffixes, base words, phrases,
sentences, and visuals that activate existing knowledge of oral and written language);
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syntactic (language structure) cues (e.g., word order, language patterns,
punctuation); •
graphophonic (phonological and graphic) cues (e.g., words within larger
words, syllables within longer words, similarities between words with known
spelling patterns and unknown words) |
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Reading
Fluently: 3.3 read appropriate texts with expression and confidence,
adjusting reading strategies and reading rate to match the form and purpose
(e.g., read a radio drama or radio editorial in role with suitable emphasis
and phrasing) |
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4.
Reflecting on Reading Skills and Strategies |
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Metacognition:
4.1 identify the strategies they found most helpful before, during, and after
reading and explain, in conversation with the teacher and/or peers, or in a
reader's notebook, how they can use these and other strategies to improve as
readers. Teacher prompts: "What questions do you ask yourself to check
that you understand what you are reading?" "How do you know if you
need to reread a section of a text?" "What else can you do if
reading on or rereading does not clarify the meaning?" "In what way
do you use your reader's notebook to help you as a reader?" |
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Interconnected
Skills: 4.2 explain, in conversation with the teacher and/or peers or in a
reader's notebook, how their skills in listening, speaking, writing, viewing,
and representing help them make sense of what they read (e.g., using a
particular form when writing enhances understanding when reading texts of a
similar form). Teacher prompt: "Think about the conventions you used
when creating a class newspaper. How will that information help you when you read
the community newspaper?" |
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Expectations: Copyright The Queen's Printer for Ontario, 2006. Format: Copyright B.Phillips, 1998.