• Value reading as a means of learning and enjoyment (*)
• Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate
• Read a range of contemporary and classical texts appropriate to their interests and learning needs
• Read texts from a variety of genres and cultural traditions (*)

Students will extend their abilities by practising the behaviours of effective, active readers

• Recognize that reading is an active process in which readers interact with the text to construct meaning within the context of their own understanding and experiences
• Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during, and after reading, including:
• Before
  • Prepare to read (*)
  • Anticipate the author's message
  • Consider what they know and need to know about topic
  • Formulate questions before reading
  • Set purpose(s) for each reading task
• During
  • Give complete attention to the reading task (*)
  • Match reading rate (e.g., skimming, scanning, careful reading) to specific purpose and difficulty of material when reading aloud and silently (*)
  • Predict the author's message and meaning
  • Associate what is being read with personal experience and makes connections (i.e., relate text to self, text to other text, and text to world)
  • Ask questions as they read (e.g., Who? What? Where? When? How? How do I feel about what I am reading? If I were this character, what would I do? What does the author really mean by this?) (*)
  • Follow the sequence of ideas expressed by identifying the author's key idea
  • Make jot notes to assist recall of the main idea(s) expressed by the author
  • Create visual images as they read
  • Makes inferences based on text and prior knowledge
  • Draws conclusion as reads based on evidence in texts
  • Use pragmatic (e.g., author's purpose), textual (e.g., author's format), syntactic (e.g., word order) semantic (e.g., figurative language and specific word meanings including homonyms, antonyms, synonyms and common affixes), graphophonic (e.g., word endings), and other cues (e.g., diagrams and illustrations) to construct and confirm meaning
  • Identify ideas expressed as true or false, real or imaginary as they read (*)
  • Recognize the author's use of language (formal, informal, slang) and techniques (e.g., foreshadowing) (*)
  • Determine the difference between fact and opinion as they read (*)
  • Recognize that the author's experience, background, and culture influence the treatment of theme (*)
  • Identify with and develop an understanding of the characters the author has created from what they say and do and from what other characters and the narrator say about them
  • Identify point of view in narrative (first-person, second-person, third-person) (*)
  • Identify stereotyping in what they read and begin to recognize its negative impact on individuals and society (*)
• After
  • Reread when necessary (*)
  • Recall and relate in own words, major ideas and their supporting details
  • Relate what was read to personal experience or needs
  • Analyze and evaluate what was read (*)
  • Identify significant elements and techniques in text (*)
  • Draw conclusions about author's message, values, and craft (*)
  • Discuss own and others' understanding of various community and cultural traditions in various times and places as portrayed in texts (*)
  • Consider others' responses in reshaping and extending own response (*)
  • Seek additional information from other sources as needed or desired

Students will extend their abilities to assess strengths in listening and set goals for future growth

• Reflect upon and assess their own reading strengths and needs using such methods as preparing checklists, audio recordings, and teacher conferences (*)
• Use information gathered during self-assessment and teacher assessment to set and maintain goals for improving reading abilities
• Consider which reading strategies work best for each task and text (*)
• Assess own contributions to community of learners and set personal goals for enhancing work with others (*)

Learning Objectives for Grade 7
Reading Skills

Learning Objectives describe specific learning outcomes. Below are listed specific learning objectives related to the foundational objectives for reading

In addition, the following web sites are provided to assist teachers in reaching those objectives:

Web Resources | Lesson Plans | Home

• Value reading as a means of learning and enjoyment
• Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate
• Read a range of contemporary and classical texts appropriate to their interests and learning needs
• Read texts from a variety of genres and cultural traditions
• Evaluate the effectiveness of a range of written texts (*)
• Read independently (*)

Students will extend their abilities by practising the behaviours of effective, active readers

• Recognize that reading is an active process in which readers interact with the text to construct meaning within the context of their own understanding and experiences
• Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during, and after reading, including:
• Before
  • Prepare to read
  • Draw on prior knowledge and experiences by considering what they know and need to know about topic
  • Ask questions
  • Set purpose(s) for each reading task
• During
  • Read with purpose in mind (*)
  • Give complete attention to the reading task
  • Match reading rate (e.g., skimming, scanning, careful reading) to specific purpose and difficulty of material when reading aloud and silently
  • Make and confirm or correct predictions (*)
  • Makes connections to prior knowledge and experiences (i.e. relate text to self, text to other text, and text to world) (*)
  • Recognize author's main ideas and important supporting details (*)
  • Recognize author's overall organization of ideas (*)
  • Make jot notes to assist recall of the main idea(s) expressed by the author
  • Create visual images
  • Makes inferences based on text and prior knowledge
  • Draws conclusions based on evidence in texts
  • Use pragmatic (e.g., author's purpose and point of view), textual (e.g., how author organized text), syntactic (e.g., main and subordinate ideas) semantic (e.g., figurative language and specific word meanings by their context and allusions), graphophonic (e.g., word patterns), and other cues (e.g., headings, charts, and diagrams) to construct and confirm meaning
  • Identify ideas expressed as true or false, real or imaginary
  • Recognize the author's use of language (formal, informal, slang) and techniques (e.g., foreshadowing)
  • Recognize author's point of view and reasons for choosing it (*)
  • Determine the difference between fact and opinion
  • Recognize that the author's experience, background, and culture influence the treatment of theme
  • Identify with and develop an understanding of the characters the author has created from what they say and do and from what other characters and the narrator say about them
  • Identify stereotyping in what they read and begin to recognize its negative impact on individuals and society
• After
  • Reread when necessary
  • Recall and relate in own words, major ideas and their supporting details
  • Summarize major ideas (*)
  • Relate what was read to personal experience or needs
  • Analyze and evaluate what was read
  • Draw conclusions about author's message, values, point of view, and craft (*)
  • Identify significant elements and techniques in text and how they interact to create effects (*)
  • Consider how text has contributed to understanding of self and others (*)
  • Compare own with others' understanding of people, cultural traditions, and values portrayed in texts (*)
  • Reflect on and support personal and critical response with reference to text (*)
  • Consider others' responses in reshaping and extending own response
  • Seek additional information from other sources as needed or desired

Students will extend their abilities to assess strengths in listening and set goals for future growth

• Reflect upon and assess their own reading strengths and needs using such methods as preparing checklists, audio recordings, and teacher conferences
• Use information gathered during self-assessment and teacher assessment to set and maintain goals for improving reading abilities
• Consider which reading strategies work best for each task and text
• Assess own contributions to community of learners and set personal goals for enhancing work with others (*)

Learning Objectives for Grade 8
Reading Skills

Learning Objectives describe specific learning outcomes. Below are listed specific learning objectives related to the foundational objectives for reading

In addition, the following web sites are provided to assist teachers in reaching those objectives:

Web Resources | Lesson Plans | Home

• Value reading as a means of learning and enjoyment
• Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate
• Select texts appropriate to their interests and learning needs
• Evaluate the effectiveness of a range of written texts (*)
• Read a range of contemporary and classical texts from a variety of genres and cultural traditions
• Read independently for self-identified purposes(*)

Students will extend their abilities by practising the behaviours of effective, active readers

• Recognize that reading is an active process in which readers interact with the text to construct meaning within the context of their own understanding and experiences
• Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during, and after reading, including:
• Before
  • Prepare to read
  • Draw on prior knowledge and experiences by considering what they know and need to know about topic
  • Ask questions
  • Set purpose(s) for each reading task
• During
  • Read with purpose in mind
  • Give complete attention to the reading task
  • Match reading rate (e.g., skimming, scanning, careful reading) to specific purpose and difficulty of material when reading aloud and silently
  • Make and confirm or correct predictions
  • Makes connections to prior knowledge and experiences (i.e. relate text to self, text to other text, and text to world)
  • Recognize author's main ideas and important supporting details
  • Recognize author's overall organization of ideas
  • Make jot notes to assist recall of the main idea(s) expressed by the author
  • Create visual images
  • Makes inferences based on text and prior knowledge
  • Draws conclusions based on evidence in text
  • Use pragmatic (e.g., author's purpose, intended audience, point of view, and tone), textual (e.g., how author organized text to achieve unity and coherence), syntactic (e.g., main and subordinate ideas and variety of sentence structures) semantic (e.g., imagery, figurative language, specific word meanings by their context and allusions), graphophonic (e.g., word patterns), and other cues (e.g., layout and accompanying graphics) to construct and confirm meaning
  • Identify ideas expressed as true or false, real or imaginary
  • Recognize the author's use of language (formal, informal, slang) and techniques (e.g., foreshadowing)
  • Consider author's reasons for choosing point of view
  • Determine the difference between fact and opinion
  • Recognize that the author's experience, background, and culture influence the treatment of theme
  • Identify with and develop an understanding of the characters the author has created from what they say and do and from what other characters and the narrator say about them
  • Identify stereotyping in what they read and begin to recognize its negative impact on individuals and society
• After
  • Reread when necessary
  • Recall and relate in own words, major ideas and their supporting details
  • Summarize major ideas (*)
  • Relate what was read to personal experience or needs
  • Analyze and evaluate what was read
  • Identify techniques used to create particular effects or portray various people and cultures (*)
  • Draw conclusions about author's message, values, point of view, and craft (*)
  • Consider how text has contributed to understanding of self and others (e.g., cultural groups) (*)
  • Compare values expressed in texts through characters to their own values
  • Discuss how similar ideas, people, experiences, and traditions are conveyed in texts (*)
  • Recognize how particular elements (e.g., setting, word choice, figurative language) work to create mood or tone (*)
  • Recognize any underlying biases, stereotypes, or prejudices in texts (*)
  • Reflect on and support personal and critical response with reference to text
  • Consider others' responses in reshaping and extending own response
  • Seek additional information from other sources as needed or desired

Students will extend their abilities to assess strengths in listening and set goals for future growth

• Reflect upon and assess their own reading strengths and needs using such methods as preparing checklists, audio recordings, and teacher conferences
• Use information gathered during self-assessment and teacher assessment to set and maintain goals for improving reading abilities
• Consider which reading strategies work best for each task and text
• Assess own contributions to community of learners and set personal goals for enhancing work with others (*)

Learning Objectives for Grade 9
Reading Skills

Learning Objectives describe specific learning outcomes. Below are listed specific learning objectives related to the foundational objectives for reading

In addition, the following web sites are provided to assist teachers in reaching those objectives:

Web Resources | Lesson Plans | Home

• Value reading as a means of learning and enjoyment
• Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate
• Select texts appropriate to their interests and learning needs
• Evaluate the effectiveness of a range of written texts
• Read independently for self-initiated and assigned purposes (*)
• Read a range of contemporary and classical texts from a variety of genres and cultural traditions

Students will extend their abilities by practising the behaviours of effective, active readers

• Recognize that reading is an active process in which readers interact with the text to construct meaning within the context of their own understanding and experiences
• Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during, and after reading, including:
• Before
  • Prepare to read
  • Draw on prior knowledge and experiences by considering what they know and need to know about topic
  • Ask questions
  • Set purpose(s) for each reading task
• During
  • Read with purpose in mind
  • Give complete attention to the reading task
  • Adjust reading rate (e.g., skimming, scanning, careful reading) to specific purpose and difficulty of material when reading aloud and silently (*)
  • Make and confirm or correct predictions
  • Makes connections to prior knowledge and experiences (i.e. relate text to self, text to other text, and text to world)
  • Recognize author's main ideas and important supporting details
  • Recognize author's overall organization of ideas
  • Make jot notes to assist recall of the main idea(s) expressed by the author
  • Create visual images
  • Makes inferences based on text and prior knowledge
  • Draw conclusions based on evidence in text
  • Use pragmatic (e.g., author's purpose, intended audience, point of view, use of language to achieve purpose, and tone), textual (e.g., author's thesis or main idea, how author organized text to achieve unity and coherence), syntactic (e.g., main and subordinate ideas, parallel structures, and variety of sentence structures) semantic (e.g., connotation and denotation, imagery, figurative language, allusions, specific word meanings by their context), graphophonic (e.g., common spellings and variants for effect or dialect), and other cues (e.g., fonts, colour, layout and accompanying graphics) to construct and confirm meaning
  • Identify ideas expressed as true or false, real or imaginary
  • Recognize the author's use of language (formal, informal, slang) and techniques (e.g., foreshadowing)
  • Recognize the narrator's and author's points of view (*)
  • Determine the difference between fact and opinion
  • Recognize that the author's experience, background, and culture influence the treatment of theme
  • Identify with and develop an understanding of the characters the author has created from what they say and do and from what other characters and the narrator say about them
  • Identify stereotyping in what they read and begin to recognize its negative impact on individuals and society
• After
  • Reread when necessary
  • Recall and relate in own words, major ideas and their supporting details
  • Paraphrase and summarize major ideas (*)
  • Relate what was read to personal experience or needs
  • Analyze and evaluate the ideas presented and the social, moral, and intellectual development of characters in texts (*)
  • Examine the use of a variety of techniques to portray people, gender, cultures, and socio-economic groups in text (*)
  • Draw and support conclusions and opinions about author's message, values, point of view, and craft (*)
  • Examine how personal experiences, community traditions, and Canadian perspectives are presented in texts (*)
  • Know how text contributed to their understanding of self, roles in society, and relationships with others (*)
  • Compare values expressed in texts through characters to their own values
  • Recognize how particular elements (e.g., setting, word choice, figurative language) work to create mood or tone
  • Recognize any underlying biases, stereotypes, or prejudices in texts
  • Reflect on and support personal and critical response with reference to text
  • Consider others' responses in reshaping and extending own response
  • Consider more complex and alternate interpretations
  • Seek additional information from other sources as needed or desired

Students will extend their abilities to assess strengths in listening and set goals for future growth

• Reflect upon and assess their own reading strengths and needs using such methods as preparing checklists, audio recordings, and teacher conferences
• Use information gathered during self-assessment and teacher assessment to set and maintain goals for improving reading abilities
• Consider which reading strategies work best for each task and text
• Assess own contributions to community of learners and set personal goals for enhancing work with others (*)

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