Specific Expectations - view and demonstrate an understanding of the meaning conveyed by a variety of visual media (e.g., broadcasts, web sites, videos, DVDs, visual components of print media such as tables, graphics, illustrations, graphic novels, art work, photographs)
- before reading and viewing, make predictions about the content and meaning of texts (e.g., textbooks, brochures, newspaper, web site, fiction, non-fiction) by
- interpreting a task and setting the purpose
- generating guiding questions
- accessing prior knowledge to make connections
- previewing text features
- during reading and viewing, construct meaning from texts by
- analysing the significance of the themes and diverse points of view
- differentiating between main ideas and supporting details
- refining predictions and generating additional questions
- using syntactic and context cues to guide and inform their understanding (e.g., use knowledge of grammar, word order, and sentence structure to guide and inform their understanding of the text)
- using text features to locate information and support comprehension (e.g., diagrams, headings, bold and italicized words, table of contents)
- recognizing literary elements and devices (e.g., plot, conflict, character, setting, climax, resolution, theme)
- making inferences and drawing conclusions
- making relevant notes using logical categories (e.g., outlines, mind maps, timelines)
- examining and comparing ideas and elements within and among texts
- identifying bias, contradictions, distortions, and non-represented perspectives
- self-monitoring and self-correcting (e.g., identify when meaning-making is breaking down, reread to clarify understanding, use context cues and resources such as a dictionary to figure out unfamiliar vocabulary)
- self-monitoring and self-correcting (e.g., review, identify when meaning-making is breaking down, use context cues and resources to figure out unfamiliar vocabulary)
- using graphic organizers to process, record, and demonstrate synthesis of information
- making inferences and drawing conclusions
- summarizing, synthesizing, paraphrasing, and applying new ideas (e.g., suggest an alternative
- approach or conclusion, consider alternative interpretations, extend the story)
- reflecting on purpose for reading, predictions, and questions made during reading
- transforming existing ideas and information (e.g., consider alternatives, outcomes, or developments beyond the text)
- identifying the importance and impact of cultural, social, political, and historical contexts (e.g., identify majority and minority perspectives, discern multiple meanings of words based on context)
- after reading and viewing, develop and monitor their understanding of the meaning conveyed in texts by
| Lessons Alcohol Myths Beyond Media Messages: Media Portrayal of Global Development Cinema Cops Comic Book Characters Cop Shows Do You Believe This Camel? Female Action Heroes How to Analyze the News Images of Learning: Elementary Media Kids News and Newspapers: Across the Curriculum News Journalism Across the Media: Introduction Perceptions of Race and Crime Perceptions of Youth and Crime Taking Charge of TV Violence TV Dads: Immature and Irresponsible? You've Gotta Have a Gimmick Educational Games MyWorld: A digital literacy tutorial for secondary students (Licensed Resource) Passport to the Internet: Student tutorial for Internet literacy (Licensed Resource) |
