Multiple Organizing Ideas
COMPREHENSION 5: Students analyze information, contexts, and perspectives using a variety of comprehension strategies.
FLUENCY 5: * Learning Outcomes for fluency end at Grade 4, but fluency continues to be developed as text becomes more difficult.
GR. 5 - ORGANIZING IDEA: COMPREHENSION
Text comprehension is supported by applying varied strategies and processes and by considering both particular contexts and universal themes.
Guiding Question: How does the interpretation of evidence support comprehension of texts?
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Learning Outcome: Students analyze information, contexts, and perspectives using a variety of comprehension strategies. |
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Understanding |
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Comprehension strategies that can be used to understand and interpret complex texts include
Evaluating is a comprehension strategy where readers make judgements based on textual evidence. Comprehension is enhanced when reading is fluent and self-monitored. Self-monitoring is noticing when comprehension falters and applying appropriate skills to make sense of texts, including
Metacognition is an awareness that involves thinking about one’s thinking to improve comprehension. Comprehension is enhanced when the purpose for reading is clear. Managing information involves researching, organizing, and using information for specific purposes. |
Comprehension is enhanced through application of critical thinking strategies and skills that support interpretations of texts and management of information. |
Use a variety of comprehension strategies before, during, and after reading texts.
Evaluate the effectiveness of comprehension strategies used before, during, and after reading.
Monitor comprehension and apply skills to support understandings of texts. |
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Connections with texts that can provide evidence include
Summarizing includes identifying main ideas and using supporting evidence. |
Comprehension can be enhanced when connections with texts are supported by summarized evidence. |
Respond to texts by summarizing main ideas and providing supporting evidence from self, other texts, or the world. |
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Ideas and information in texts can be explicit or implicit.
Inferences and predictions can be made about plot, characters, setting, and main ideas of texts. |
Comprehension and interpretation of texts requires attention to ideas or information that may be explicit or implicit. |
Examine ideas and information within texts that are explicit and implicit.
Make inferences based on content that is implicit in texts.
Revise or confirm predictions based on new or additional information from texts or additional sources.
Analyze ideas and information in texts to interpret and respond.
Use evidence from texts or additional sources to support responses and interpretations. |
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Perspectives include attitudes, beliefs, or ways of thinking about events or information.
Perspectives are influenced by cultures, experiences, and interests.
Characters in texts present various perspectives. |
Perspectives revealed in texts enhance comprehension and enrich understandings of the world. |
Explore how varied perspectives presented in texts can influence personal perspectives.
Examine how the interests, experiences, or perspectives of a character might influence how that character thinks, feels, or acts.
Compare and contrast the varied perspectives of main and supporting characters.
Identify various perspectives in texts and propose alternative perspectives. |
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Understanding |
Skills & Procedures |
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Context refers to the circumstances that form the background of a person, an event, an idea, or a text.
Personal contexts can contribute to how a text is created or interpreted.
The author’s or text creator’s context can contribute to how a text is created or interpreted.
Context can impact what characters think and do. |
An awareness of context strengthens comprehension of texts. |
Examine information from texts that describes context around people, ideas, or events.
Analyze the actions or feelings of characters in stories, considering the context.
Consider how personal interests, experiences, or perspectives might influence how texts are understood or created.
Investigate background information about the author or text creator to provide context for informational texts.
Examine contextual information about characters or events in fictional texts. |
