C3. Reading with Fluency
Specific Expectations
Reading Familiar Words
C3.1
demonstrate an automatic understanding of most words in several different reading contexts related to First Nations, Métis, and Inuit cultures (e.g., read with understanding words from texts chosen for shared, guided, and independent reading and vocabulary in grade-level texts on topics of importance to First Nations, Métis, and Inuit individuals; correctly identify terminology associated with contracts, reports, and other workplace documents)
- What are some familiar terms in this report? Where else have you seen this kind of terminology?
Reading Unfamiliar Words
C3.2
use decoding strategies to read and understand unfamiliar words in texts from First Nations, Métis, and Inuit cultures, and, as appropriate, relevant texts from non-Indigenous sources (e.g., consult online resources that define First Nations, Métis, and Inuit cultural terms within contemporary contexts; find previous uses of the word in the text and try to grasp its meaning from the context; create a career-specific vocabulary list to consult when reading work-related texts)
- Which nations described in this text are unfamiliar to you? How did you decode the descriptions? What words prompted you to rethink how individuals identify their First Nation affiliation?
- What strategy can you use to develop your knowledge of the names and histories of Inuit communities?
Developing Vocabulary
C3.3
identify and use several different strategies to expand vocabulary (e.g., make a list of new words encountered in texts they are reading in class; consult the websites of specific First Nations, Métis, and Inuit communities to find the terms preferred by the particular community; identify familiar prefixes, suffixes, and root words in unfamiliar technical terminology), focusing on words and phrases that have a particular significance for First Nations, Métis, and Inuit communities (e.g., band, member, healing, Indian, reserve, residential school, smudge, status)
- What does the term ‘status’ mean with respect to First Nations individuals? What is its significance for cultural identity?
- What is the difference between a ‘band’ and a ‘nation’?
- Why is it important to know that some words sound the same but are spelled differently?