Page 133 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

C3. Reading with Fluency
By the end of this course, students will:
Reading Familiar Words
C3.1 demonstrate an automatic understanding
of most words in a variety of reading contexts related to First Nations, Métis, and Inuit cultures (e.g., read with understanding vocabulary used in grade-level texts on topics of importance to First Nations, Métis, and Inuit cultures, words used figuratively in literary texts, and slang words used in fiction and non-fiction texts; identify the origin of a word commonly used in the context of First Nations, Métis, or Inuit cultures and trace the evolution of its meaning)
Sample questions: “How are the words ‘decolonization’ and ‘settler Canadian’ defined in the texts you are reading in class?” “The words ‘Indian’, ‘Indigenous’, and ‘Aboriginal’ are familiar but their meaning can be ambiguous. What are some concerns they raise in various reading contexts?”
Reading Unfamiliar Words
C3.2 use decoding strategies effectively to read and understand unfamiliar words, including words of increasing difficulty, in texts from First Nations, Métis, and Inuit cultures, and, as appropriate, in relevant texts from non- Indigenous sources (e.g., use an etymological dictionary to identify the original and evolving meanings of new words; use a glossary of literary terms to decode unfamiliar words encountered in literary criticism)
Sample question: “The dictionary provides several different meanings for this word. How can you use context to determine which meaning applies in this poem?”
Developing Vocabulary
C3.3 use a variety of strategies, with increasing regularity, to explore and expand vocabulary (e.g., refer to specialized resources such as diction- aries; identify various ways to refer to the same cultural group and determine the most appropriate in contemporary contexts), focusing on words and phrases that have particular significance for First Nations, Métis, and Inuit communities (e.g., nation, self-governance, sovereignty, identity/ identities, non-status, band, Indian, Aboriginal, Indigenous, Haudenosaunee, Cree, Métis, minority group, special interest group, Elder, treaty, residential school) and evaluating the precision with which these words are used in the texts they are reading
Sample questions: “Why might the word ‘adopted’ be difficult for Inuit families to in- terpret? What aspects of Inuit tradition make
the concepts of step-children and adopted children foreign to the culture?”
C4. Reflecting on Skills and Strategies
By the end of this course, students will:
Metacognition
C4.1 explain which of a variety of strategies they found most helpful before, during, and after reading texts from and/or related to First Nations, Métis, and Inuit cultures, then evaluate their areas of greater and lesser strength as readers and identify the steps they can take to improve their skills (e.g., record their reflections about how often and how proficiently they use various reading strategies, and set targets for improving their use of strategies that have been less effective; confer with the teacher to develop new strategies for understanding more challenging texts)
Sample questions: “What pre-reading strategy did you use before starting your independent reading of the novel? Did it help you to make sense of the introduction? Why, or why not?” “How did small-group discussions influence the predictions you made about the story? How might you improve your use of small-group discussions?”
Interconnected Skills
C4.2 identify a variety of skills they have in listening, speaking, writing, viewing, and representing, and explain, with increasing insight, how these skills help them read texts from and/or related to First Nations, Métis, and Inuit cultures more effectively (e.g., explain specific ways in which their knowledge of how to structure a piece of writing can help them analyse the structure of a text they are reading; identify the listening skills they drew on when reading a play script to interpret the tone of a character’s dialogue)
Sample question: “How did staging a debate about the central argument of the text you read in class help you understand the issues raised in it?”
C5. First Nations, Métis, and Inuit Voices in Contemporary Literature
By the end of this course, students will:
Development of Contemporary Literature
C5.1 describe the contributions of a variety of individuals, organizations, and initiatives to the development of contemporary First Nations, Métis, and Inuit literature (e.g., individuals: Thomas King, Rachel Attituq Qitsualik-Tinsley,
READING AND LITERATURE STUDIES
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English: Understanding Contemporary
First Nations, Métis, and Inuit Voices
NBE3U