C3. Reading with Fluency
Specific Expectations
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)
- 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)
- 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 dictionaries; 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
- Why might the word ‘adopted’ be difficult for Inuit families to interpret? What aspects of Inuit tradition make the concepts of step-children and adopted children foreign to the culture?