| Grade 6: Reading |
|
Overall Expectations |
| •read a variety of fiction and non-fiction materials (e.g.,
novels, short stories, poetry, myths, articles) for different purposes; |
| •read aloud, showing understanding of the material and
awareness of the audience; |
| •read independently, selecting appropriate reading strategies; |
| •explain their interpretation of a written work, supporting
it with evidence from the work and from their own knowledge and experience; |
| •decide on a specific purpose for reading, and select
the material that they need from a variety of appropriate sources; |
| •understand the vocabulary and language structures appropriate
for this grade level; |
| •use conventions of written materials to help them understand
and use the materials. |
|
Specific Expectations |
| Reasoning and Critical Thinking |
| •identify the elements of a story and explain how they
relate to each other (e.g., ways in which development of character and
plot are interrelated); |
| •make predictions while reading a story or novel, using
various clues; |
| •summarize and explain the main ideas in information materials
(e.g., textbooks), and cite details that support the main ideas; |
| •make judgements and draw conclusions
about ideas in written materials on the basis of evidence; |
| •identify a writer's perspective or character's motivation; |
| •select appropriate reading strategies (e.g., adjust reading
speed as necessary; take notes and use diagrams to organize them); |
| •plan a research project and carry out
the research; |
| Understanding of Form and Style |
| •identify different forms of writing and describe their
characteristics (e.g., historical novel, encyclopaedia); |
| •use their knowledge of the characteristics of different
forms of writing to select the appropriate materials for a specific purpose
(e.g., an encyclopaedia article may provide a general introduction to
a topic); |
| Knowledge of Language Structures |
| •use their knowledge of the elements of grammar and the
structure of words and sentences to understand what they read; |
| •use generalizations about spelling to help them pronounce
words; |
| Vocabulary Building |
| •use their knowledge of word origins and derivations to
determine the meaning of unfamiliar words; |
| •consult a dictionary to confirm pronunciation and/or
find the meaning of unfamiliar words; |
| •use a thesaurus to expand their vocabulary; |
| •understand specialized words or terms,
as necessary (e.g., medieval in a historical novel); |
| Use of Conventions |
| •use punctuation to help them understand what they read
(e.g., colon); |
| •use a variety of conventions of formal texts to find
and verify information (e.g., index, headings and subheadings, charts,
glossary). |