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 importance 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)

C1.2

select and use appropriate reading comprehension 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)

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, including increasingly complex texts (e.g., explain how a scatter graph enhances the reader’s understanding of an article about urban and rural Inuit populations; create a concept map illustrating the challenges related to identity that the main character faces in a short story with a Métis protagonist)

C1.4

make and explain inferences about texts from First Nations, Métis, and Inuit cultures, and, as appropriate, relevant texts from non-Indigenous sources, including increasingly complex texts, supporting their explanations with well-chosen stated and implied ideas from the texts (e.g., based on its cover, make inferences about the content of an Indigenous print or digital magazine; make inferences about the political values reflected in editorial cartoons about a current issue of importance to First Nations, Métis, or Inuit communities, using a graphic organizer to compare the stated and implied ideas in the cartoons; explain what motivates a character in a short story on the basis of his or her actions)

C1.5

extend their understanding of texts from First Nations, Métis, and Inuit cultures, and, as appropriate, relevant texts from non-Indigenous sources, including increasingly complex texts, by making appropriate connections between the ideas in them and in other texts and to their own knowledge, experience, and insights (e.g., compare the trickster figure in two or more texts, explain the effect of the trickster’s actions on the moral development of the main character in each case, and identify a “trickster” who has influenced their own behaviour; compare a fictional protagonist’s struggles to conform to social expectations in a short story with similar struggles depicted in a recent film and with their own experience or the experience of their peers; relate Statistics Canada data on employment rates in First Nations communities to what they know about unemployment in their own community)

C1.6

analyse texts, including increasingly complex texts, in terms of the information, themes, ideas, and issues they explore in relation to First Nations, Métis, and Inuit cultures, explaining how various aspects of the texts contribute to the presentation or development of these elements (e.g., outline the role of the trickster figure in the play and explain the effect of his dual nature on the intended message; analyse how graphs are used to present information in a report about First Nations, Métis, and Inuit small businesses; compare the use of landscape imagery to illustrate the theme of coming of age in two or more First Nations, Métis, or Inuit traditional stories)

C1.7

evaluate the effectiveness of texts from First Nations, Métis, and Inuit cultures, and, as appropriate, relevant texts from non-Indigenous sources, including increasingly complex texts, using evidence from the text to support their opinions (e.g., after reading a selection of short stories, explain why the exploration of the theme of identity is more culturally authentic in one particular story than in others; explain how a biography of a well-known Métis figure has deepened their understanding of its subject; compare two reviews of a new release by an Inuk musician and explain what makes one seem more or less reliable than the other)

C1.8

identify and analyse the perspectives and/or biases evident in texts dealing with themes, ideas, and issues related to First Nations, Métis, and Inuit cultures, including increasingly complex texts, commenting on any questions they may raise about beliefs, values, identity, and power (e.g., explain how the perspective of a news columnist is revealed in the selection of facts in an article; analyse several issues of a popular print or digital magazine to identify which ethno-cultural groups are under-represented; identify messages about power relations in the lyrics of a popular song; explain how the organization of a letter can imply a power imbalance when the introductory remarks do not contextualize the writer and his or her base of knowledge)