Course Profile - Curriculum Services Canada

Reading
Overall Expectations
EREV.01 – read and respond to literature;
EREV.02 – choose and respond to personal reading material comparable in scope and difficulty to
materials chosen by their English-speaking peers;
EREV.03 – extract information from a variety of texts used in subject classrooms;
EREV.04 – demonstrate understanding of the elements of a range of fiction and non-fiction forms of
writing;
EREV.05 – use independently a variety of strategies to build vocabulary;
EREV.06 – use a range of research strategies independently to gather information for a variety of
purposes.
Specific Expectations
Reading and Responding
ERE1.01 – use knowledge of the personal, historical, and cultural backgrounds of authors and audiences
to explain themes, situations, and characters represented in texts (e.g., themes of colonization or
personal exile in a South Asian or Caribbean short story; Elizabethan history, language, and themes
in a Shakespeare play);
ERE1.02 – demonstrate understanding of some cultural references in Western and Canadian literature
(e.g., biblical allusions; references to Greek mythology, Native mythology, or English-French
relations);
ERE1.03 – compare the treatment of common literary themes in a range of fiction materials (e.g., themes
of a golden age, intergenerational conflict, reconciliation);
ERE1.04 – analyse literature and classify it by type and theme (e.g., romance, tragedy, comedy, satire);
ERE1.05 – use a variety of methods to demonstrate understanding of their personal reading (e.g., give a
book talk; write a diary entry for a character in a novel; explain the point of view of the author of a
magazine essay);
ERE1.06 – write a critical review of a book or article.
Developing Vocabulary
ERE2.01 – use a variety of strategies to determine the meaning of unfamiliar words (e.g., consult a
dictionary; infer meaning from context; relate unfamiliar words to cognates or word families);
ERE2.02 – use a thesaurus to expand vocabulary and explain its use to others;
ERE2.03 – use all elements of an entry in an advanced learner dictionary and explain their use to others
(e.g., elements such as word-class labels, definitions, examples, usage labels, pronunciation keys);
ERE2.04 – explain why they prefer one dictionary to another;
ERE2.05 – take advantage of opportunities to use new words (e.g., in written responses to literature; in
classroom discussions).
Using Reading Strategies for Comprehension
ERE3.01 – use a variety of cues to extract meaning from a textbook (e.g., cues such as headings,
subheadings, graphics, questions, sidebars, summaries);
ERE3.02 – identify characteristic elements of a range of literary genres, including essays, short stories,
novels, poetry, and drama (e.g., elements such as imagery, personification, figures of speech);
ERE3.03 – use reading strategies effectively before, during, and after reading and explain their use to
others (e.g., strategies such as previewing text, predicting main ideas or outcomes, listing
unanswered questions while reading);
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• Bridge to English – Open