| (a) |
Determine the essential purpose, key ideas, arguments, and perspectives of texts including First Nations and Métis texts. |
| (b) |
Select and flexibly use appropriate strategies (before, during, and after) to construct meaning when reading. |
| (c) |
Understand and apply relevant pragmatic, textual, syntactical, semantic/lexical/morphological, graphophonic, and other cues and conventions of communication to construct and confirm meaning when reading. |
| (d) |
Understand how text features (e.g., format, graphics, sequence, diagrams, illustrations, charts, maps) make information and ideas accessible and usable. |
| (e) |
Distinguish among facts, supported inferences, and opinions in informational texts. |
| (f) |
Read and use grade-five appropriate informational and reference texts (e.g., dictionary, encyclopedia, how-to, explanations, biography) to identify main ideas, details, opinions, and reasons. |
| (g) |
Identify the characteristics of poetry, plays, fiction, and non-fiction including First Nations and Métis texts. |
| (h) |
Identify, in narrative texts (including First Nations and Métis texts), the main problem or conflict of the plot and the resolution; compare and contrast the actions, motives, and appearances of characters; evaluate the meaning of symbols; and understand that theme refers to the meaning or moral of a work and recognize themes (whether implied or stated directly). |
| (i) |
Evaluate the author's use of various techniques (e.g., appeal of characters, logic and credibility of plots and settings, use of figurative language and imagery, strength of argument based on evidence) to influence readers' perspectives. |
| (j) |
Read grade-appropriate texts silently (150-200 wcpm) for extended periods of time; read orally to increase fluency, accuracy, pacing, intonation, and expression (110-150 wcpm); adjust reading rate to purpose and text demands. |
