Page 155 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

C. READING AND LITERATURE STUDIES OVERALL EXPECTATIONS
By the end of this course, students will:
C1. Reading for Meaning: read and demonstrate an understanding of a variety of literary, informational, and graphic texts from First Nations, Métis, and Inuit cultures, and, as appropriate, relevant texts from non-Indigenous sources, using a range of strategies to construct meaning;
C2. Understanding Form and Style: identify a variety of text forms, text features, and stylistic elements in texts from First Nations, Métis, and Inuit cultures, and, as appropriate, relevant texts from non- Indigenous sources, and demonstrate an understanding of how they help communicate meaning;
C3. Reading with Fluency: use knowledge of words and cueing systems to read fluently;
C4. Reflecting on Skills and Strategies: reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading texts from First Nations, Métis, and Inuit cultures, and, as appropriate, texts from non-Indigenous sources;
C5. First Nations, Métis, and Inuit Voices in Contemporary Literature: identify various contributions of individuals, organizations, and initiatives, including technological initiatives, to the development of contemporary First Nations, Métis, and Inuit literature, and analyse the social and cultural influence of those contributions.
SPECIFIC EXPECTATIONS
C1. Reading for Meaning
By the end of this course, students will:
VarietyofTexts
C1.1 read a variety of short, contemporary student- and teacher-selected texts from First Nations, Métis, and Inuit cultures, and, as appropriate, relevant texts from non-Indigenous sources, identifying specific purposes for reading (e.g., to prepare for a debate by reading newspaper articles about events that demonstrate the impor- tance of self-determination, sovereignty, and/or self-governance to contemporary First Nations, Métis, and Inuit individuals and communities;
to gather information from several First Nations websites in order to create a chart illustrating the connections between diverse cultures)
Sample questions: “In what ways do you approach a text differently when reading for pleasure and when reading to gather information for a research project?” “What specific reading tasks might support your preparation for a debate?”
Using Reading Comprehension Strategies
C1.2 select and use appropriate reading compre- hension strategies before, during, and after reading to understand texts from First Nations, Métis, and Inuit cultures, and, as appropriate, relevant texts from non-Indigenous sources, including increasingly complex texts (e.g., plot events in a novel on a timeline and add significant historical events to help them understand the context within which a First Nations, Métis, or Inuit storyline occurs; use a graphic organizer to record details about the characters in a short story and their relationships to one another; preview terminology, particularly as it relates to First Nations, Métis, and Inuit communities and cultural identity, before reading an informational text about a specific cultural group)
Sample question: “What historical knowledge can you draw on to develop your understanding of the setting of this story?”
Demonstrating Understanding of Content
C1.3 identify the most important ideas and supporting details in texts from First Nations, Métis, and Inuit cultures, and, as appropriate, in relevant texts from non-Indigenous sources,
READING AND LITERATURE STUDIES
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English: Understanding Contemporary
First Nations, Métis, and Inuit Voices
NBE3C