Page 178 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

Grade 11, Workplace Preparation
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 used 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, relevant texts from non-Indigenous sources;
C5. FirstNations,Métis,andInuitVoicesinContemporaryLiterature:identifyvariouscontributions 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.
C. READING AND LITERATURE STUDIES OVERALL EXPECTATIONS
By the end of this course, students will:
THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies
SPECIFIC EXPECTATIONS
C1. Reading for Meaning
By the end of this course, students will:
VarietyofTexts
C1.1 read several different short, student- and teacher-selected contemporary 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 find further information about
a specific location cited in a textbook in order to
understand its significance to First Nations, Métis, and/or Inuit communities; to learn about a well- known First Nation, Métis, or Inuk individual
by reading an online biography; to identify connections between traditional and contemporary clothing associated with a particular First Nation, as reflected in historical texts and contemporary fashion catalogues)
Sample question: “What types of information do you hope to find in this biography?”
Using Reading Comprehension Strategies
C1.2 select and use several different reading comprehension strategies before, during, and after reading to understand both simple and complex texts from First Nations, Métis, and Inuit cultures, and, as appropriate, relevant texts from non-Indigenous sources (e.g., visualize and sketch the characters in a short story, then use a mind map to represent and track their relationships; collaborate with a peer to identify key points
in a newspaper article)
Sample questions: “How did reading background material on the prevalent attitudes of settlers during the historical period help you understand this text?” “How does the character profile you prepared compare to that of your peers?”
Demonstrating Understanding of Content
C1.3 identify important ideas and supporting details in both simple and complex texts from First Nations, Métis, and Inuit cultures, and, as appropriate, relevant texts from non-Indigenous sources (e.g., create a concept map illustrating the relationship between the characters and the land
176