| (a) |
Read and interpret own writing, experience charts, labels, symbols, and print in environment. |
| (b) |
Select and use the appropriate before, during, and after strategies when reading. |
| (c) |
Use applicable pragmatic, textual, syntactic, semantic/lexical/morphological, graphophonic, and other communication cues and conventions to construct and communicate meaning when reading. |
| (d) |
Distinguish between fiction and non-fiction. |
| (e) |
Read aloud with fluency, expression, and comprehension any text that is already familiar and is at an independent reading level. |
| (f) |
Identify the sequence of an informational text and respond to who, what, when, where, why, and how questions. |
| (g) |
Read and follow one-step, two-step, and three-step written instructions. |
| (h) |
Retell the central ideas of simple expository and narrative passages (including contemporary and traditional First Nations and Métis stories), identify and describe where and when stories take place, the characters in a story (and their feelings), and the story's beginning, middle, and end, as well as the problem and the solution. |
| (i) |
Read and re-read "just-right" texts independently for a sustained minimum 10-15 minute period daily for enjoyment and to improve fluency (30-60 wcpm orally) and comprehension. |
| (j) |
Begin to utilize silent reading. |
