Language Arts
Grade 7: 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 increasingly complex or difficult texts
from diverse cultures, including literary texts (e.g., short stories, poetry,
novels, mysteries, historical fiction, autobiographies, scripts, lyrics),
graphic texts (e.g., graphs and graphic organizers, charts and tables,
diagrams, surveys, maps), and informational texts (e.g., print and online
encyclopedias, manuals, and magazine and newspaper articles; magazines in
their first languages, where appropriate; electronic texts, textbooks, and
non-fiction materials; a variety of dictionaries, thesauri, and websites) |
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Purpose:
1.2 identify a variety of purposes for reading and choose reading materials
appropriate for those purposes (e.g., an electronic database listing magazines,
newspapers, and journals to verify information; a national, local, or
community newspaper for coverage of a specific/current issue; scripts and
lyrics for enjoyment, recreation, and interest; an online or print
encyclopedia article for background information) |
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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
dialogue and discussion; use visualization and comparisons with images from
other media to clarify details of characters, scenes, or concepts; ask
questions to monitor understanding; summarize sections of text during
reading; synthesize ideas to broaden understanding) |
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Demonstrating
Understanding: 1.4 demonstrate understanding of increasingly complex texts by
summarizing important ideas and citing a variety of details that support the
main idea (e.g., key information in manuals, surveys, graphs, online and
print encyclopedias, websites, tables and charts; theme and related ideas in
magazine articles, dramatic monologues, television programs) |
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Making
Inferences/Interpreting Texts: 1.5 develop and explain interpretations of
increasingly complex or difficult texts using stated and implied ideas from
the texts to support their interpretations. Teacher prompts: "How does
the information in the graphic influence your interpretation of the
text?" "What do you think the author wants you to realize about the
character's decision in this scene? How is this information
communicated?" |
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Extending
Understanding: 1.6 extend understanding of texts, including increasingly
complex or difficult texts, by connecting the ideas in them to their own
knowledge, experience, and insights, to other familiar texts, and to the world
around them (e.g., by comparing their own perspective to those of the characters
in a historical novel). Teacher prompt: "How is the immigration
experience of these characters similar to that of new arrivals today? How is
it different?" |
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Analysing
Texts: 1.7 analyse a variety of texts, both simple and complex, and explain
how the different elements in them contribute to meaning and influence the
reader's reaction (e.g., narrative: having ordinary characters caught up in
an exciting plot makes the story seem more real; debate: the formal, balanced
structure encourages the reader to pay equal attention to both sides of the
argument). Teacher prompts: "What does the author do to engage our
sympathy for the main character? Why do you think the author makes us wait to
find out what happens to this character?" "Does reading about
another point of view make you think about this issue differently?" |
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Responding
to and Evaluating Texts: 1.8 evaluate the effectiveness of both simple and
complex texts based on evidence from the texts. Teacher prompt: "Did the
author's argument convince you? What impressed you the most - the facts
themselves or the way they were presented?" |
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Point
of View: 1.9 identify the point of view presented in texts, including
increasingly complex or difficult texts; give evidence of any biases they may
contain; and suggest other possible perspectives (e.g., determine whether an
author's choice of voices to include seems justified and suggest how the
meaning would change if different voices were chosen) |
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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 novel (e.g., the realistic portrayal of imagined characters and actions
helps the reader become involved in the story), graphic texts such as a photo
essay (e.g., the pictures and captions together communicate much more than
they could separately), and informational texts such as a manual (e.g., the
use of headings, numbered steps, and illustrations makes the procedures easy
to follow) |
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Text
Patterns: 2.2 analyse increasingly complex texts to identify organizational
patterns used in them and explain how the patterns help communicate meaning
(e.g., a question-and-answer format in a report or article; groups and
subgroups in a table or web). Teacher prompt: "How does the
organizational pattern make it easy for you to find the information you
need?" |
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Text
Features: 2.3 identify a variety of text features and explain how they help
communicate meaning (e.g., a task bar, hyperlinks, margin notes, "Works
Cited" or "References"lists) |
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Elements
of Style: 2.4 identify various elements of style - including foreshadowing,
metaphor, and symbolism - and explain how they help communicate meaning and
enhance the effectiveness of texts (e.g., a metaphor creates vivid, striking
pictures in the reader's mind by suggesting an unexpected analogy between one
type of object or idea and a different object or idea: a budding poet) |
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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 wide
range of reading contexts (e.g., words from grade-level texts; terminology
used in discussions and posted on anchor charts; words from shared-, guided-,
and independent-reading texts, electronic 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); •
syntactic (language structure) cues (e.g., word order, language patterns,
punctuation); •
graphophonic (phonological and graphic) cues (e.g., familiar 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 in role with suitable emphasis and phrasing to dramatize a text
for an audience) |
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4.
Reflecting on Reading Skills and Strategies |
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Metacognition:
4.1 identify a range of strategies they found 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 strategies helped you to
synthesize ideas while reading a longer text?" "What kind of
graphic organizers helped you to represent your understanding of the text
after reading?" "What strategy works best for you when you come to
a word or concept that is unfamiliar?" "What questions do you ask
yourself that help you monitor your reading?" "What is the most
effective use of your reader's notebook?" |
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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. Teacher prompts:
"How has your experience of writing influenced the way you read?"
"How do you think a literature circle discussion helps you to understand
a text?" "How does writing about what you read in your reader's notebook
help you as a reader?" |
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Expectations: Copyright The Queen's Printer for Ontario, 2006. Format: Copyright B.Phillips, 1998.