CR6.2
Select and use appropriate strategies to construct meaning before (e.g., considering what they know and need to know about topic), during (e.g., making connections to prior knowledge and experiences), and after (e.g., drawing conclusions) viewing, listening, and reading.
Indicators for this outcome
Understand that listening, reading, and viewing are processes that require the use of several strategies before, during, and after listening, reading, and viewing including:
(a)

Before: Select and use a range of strategies before listening, reading, and viewing including:

  • tap, activate, and build prior knowledge (e.g., consider what is known and needs to be known about topic)
  • ask questions (e.g., generate questions to address the "needs to be known")
  • preview text (e.g., preview beginning events)
  • anticipate message and author's/presenter's intent (e.g., consider title and what is known about author)
  • predict what text will be about (e.g., consider the accompanying visuals and headings)
  • set purpose (e.g., set focus on what "need to and might learn" about topic).
(b)

During: Select and use a range of strategies to construct, monitor, and confirm meaning including:

  • connect and construct meaning (e.g., make connections to own lives and contemporary issues and problems; make connections to self, text, and world)
  • note key ideas and what supports them (e.g., identify the problem, the key events, and the problem resolution; find important ideas and identify supporting details)
  • construct mental images (e.g., think critically about the writer's/presenter's use of language to evoke sensory images, feelings, or mood)
  • make, confirm, and adjust predictions (e.g., consistently make predictions using evidence from the text to support thinking; make predictions using text features)
  • make, confirm, and adjust inferences and draw conclusions (e.g., use stated or implied ideas to support interpretation of text; make judgements and draw conclusions about ideas in texts)
  • ask questions (e.g., ask questions to check understanding and evaluate text's message)
  • use cueing systems to construct meaning and self-monitor comprehension (e.g., self-monitor understanding and ask questions when meaning is lost; clarify the meaning of words and concepts, and check understanding)
  • adjust rate and/or strategy (e.g., match silent and oral reading rate to specific purpose and difficulty of text).
(c)

After: Select and use a range of strategies to confirm and extend meaning including:

  • recall, paraphrase, summarize, and synthesize (e.g., remember information from factual texts and use strategies for remembering it; summarize main ideas to arrive at new understanding or conclusion; synthesize information from two different points of view)
  • reflect and interpret (e.g., think critically about conclusions)
  • evaluate (respond critically) (e.g., understand subtexts where the author is saying one thing but meaning another; draw conclusions about the validity of ideas and information; identify fact and opinion)
  • evaluate craft and techniques (e.g., recognize, understand, and discuss symbolism; understand how layout contributes to the meaning and effectiveness of texts)
  • respond personally (giving support from text) (e.g., support thinking beyond the text with specific evidence based on personal experience)
  • listen, read, or view again and speak, write, and represent to deepen understanding and pleasure (e.g., express opinion about ideas, themes, issues, and experiences presented in texts using examples from texts to support).
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R101663
Stories of Courage: Saskatchewan Second World War Veterans Remember
This series of eight videos presents the personal stories of 17 Saskatchewan residents who served during the World War II.
•  Aboriginal War Experiences. Episode 5
•  Commemoration. Episode 8
•  HMCS Regina. Episode 3
•  Price of Freedom. Episode 2
•  Prisoners of War. Episode 4
•  Soldiers Return Home. Episode 7
•  Supporting the Troops. Episode 6
Price : Free
free
canadiancontent
saskatchewancontent
fnmicontent
Record posted/updated: August 24, 2021
R100448
Turtle Island Voices. Grade Six
The library pack for Grade 6 contains 10 titles - 3 traditional stories, 4 modern stories and 3 informational texts - that provide First Nations perspectives and support guided reading levels N-Z. The books are also available as a full class set (6 copies of each title) and as individual titles. The teacher's guide includes lesson plans with activities, teaching suggestions, web connections and blackline masters. A CD-ROM is also available that contains digital version of each title that can be projected or used with interactive whiteboards. Individual titles in the Grade 6 collection are: Glooscap Stops the Wind, The Mystery at Lake Laberge, The Boy Who told Tales, Nothing Scares Me!, Let’s Dance!, Stories of Thunderbird, Close to Home, Contact, Danger! Unexpected Friends.
(More information)
Media and Formats : Kit
Price : See publisher.
Record posted/updated: June 15, 2022
R037130
Under One Sun Grade 6. Complete Classroom Set
This set includes six copies each of six pamphlets and one print teacher's resource. The reading levels range from T-Y. The topics include language, identity, treaties, living on reserve, Orange Shirt Day and the creation of Nunavut.
Media and Formats : Kit
Price : See publisher.
Record posted/updated: June 10, 2022
R053615
Deepening the Discussion: Gender and Sexual Diversity
This document will assist individuals and communities to engage in meaningful discussions and actions to respond to the experiences, perspectives and needs of students and families who are gender and/or sexually diverse (GSD). It will: assist school divisions, central office personnel, administrators, educators, First Nations and Métis organizations and community partners to develop a deeper understanding of gender and sexual diversity; assist in understanding the unique educational, health and safety needs of staff, students and their families who self-identify as gender and/or sexually diverse; provide practical strategies, suggestions and frequently asked questions to support schools and communities as they work with students to anticipate and overcome challenges related to transphobia, homophobia and heterosexism; acknowledge the shared responsibility of ensuring that all students who identify as gender and/or sexually diverse have the same opportunities for safety, socialization and success in schools; assist educators in planning curricular-based instruction and assessment to meet the unique needs of gender and/or sexually diverse students; and assist school divisions and First Nations and Métis organizations to fulfill their ethical and professional responsibilities to provide safe, equitable and inclusive learning environments for all students regardless of their actual or perceived differences.
(More information)
Media and Formats : Document
Price : Free
free
canadiancontent
saskatchewancontent
fnmicontent
Record posted/updated: February 13, 2019