Use pragmatic (e.g., language suitable for intended audience), textual (e.g., author's thesis or argument, how author organized text to achieve unity, coherence, and effect), syntactic (e.g., parallel structures), semantic/lexical/morphological (e.g., connotation and denotation), graphophonic (e.g., common spellings and variants for effect or dialect), and other cues (e.g., fonts, colour) to construct and to confirm meaning.
NOTE: Italicized text refers to those indicators that are emphasized at this grade level.
| (a) |
Recognize and comprehend the particular purpose, intended audience, register (pragmatic cues), textual structures and patterns (textual cues), sentence patterns (syntactical), word patterns and meanings (lexical/semantic/morphological), sound patterns (graphophonic cues), and other cues in visual, oral, print, and multimedia (including digital) texts. |
| (b) |
Use language cues and conventions to construct, monitor, and confirm meaning including: Pragmatic: Recognize and understand how language of text was chosen to suit intended audiences and purposes; recognize and explain function and purpose of texts including informing, persuading, narrating, describing; recognize use and register of language (e.g., formal, informal, colloquialism, jargon, slang, clichés); detect use of emotional appeal or persuasive language (e.g., testimonials, emotional appeals, bandwagon effects); recognize variations in language, accent, and dialect in community, country, and texts; discern author's/presenter's overall intent. Textual: Recognize and explain how structures and features of texts can work to shape understanding including form/genre, artistic devices (e.g., personification, figurative language including similes and metaphors, exaggeration, symbolism), elements (e.g., point of view, conflict, theme, supporting arguments) and text features (e.g., credits, headings, diagrams, columns, sidebar, pull-quotes); understand range of standard forms for texts including paragraphs and multi-paragraph compositions; recognize point of view employed (including third person) for a particular purpose; recognize organizational patterns within texts (e.g., chronological, enumerative, procedural, problem/solution, cause/effect, comparison/contrast); recognize how language and techniques create a dominant impression, mood, tone, and style. Syntactical: Recognize and comprehend sentences that are complete, and interesting; recognize and comprehend sentence structures including compound and complex sentences used for variety, interest, and effect; recognize how effective co-ordination, subordination, and apposition of ideas make sentences clear and varied; recognize parallel structure or balanced sentences; recognize active (versus) passive verbs; recognize effective capitalization and punctuation including periods, commas, semicolons, quotation marks, colons, dashes, and hyphens. Semantic/Lexical/Morphological: Recognize and comprehend words that are appropriate for audience, purpose, and context and capture a particular aspect of intended meaning; recognize and interpret the denotative and connotative meaning of words; use context, prefixes, suffixes, root words, sounds, and reference tools including dictionaries, thesauri, and handbooks to determine meaning of words; use the knowledge of Indigenous, Norse, Greek, Roman, and other narratives to understand the origin and meaning of words. Graphophonic: Use knowledge of a range of spelling patterns, including sound-symbol relationships and rules, to help identify, comprehend, and analyze words; recognize common spellings and variants used for effect or dialect. Other Cues: Recognize and comprehend non-verbal cues (including gestures, physical movements, facial expressions, eye contact, and body language), sound effects, visuals, and multimedia aids used to enhance presentation; recognize how graphics, sound, fonts, colours, and technology can be used to enhance representations. |
