Outcome Chart - Saskatchewan - English Language Arts 2

This outcome chart contains media-related learning outcomes from the Saskatchewan, Grade 2 English Language Arts curriculum, with links to supporting resources on the MediaSmarts site.

In the elementary curriculum in Saskatchewan, learning objectives for media studies are included as a category within the supporting domain, Oracy and Literacy: Media. Media-related objectives can also be found within Speaking and Listening, Reading and Response to Literature, Writing, Educational Drama, Research and Presentation and Computer Applications.

Comprehend and Respond

Overall Expectations

Comprehend and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia) that address:

identity (e.g., Just Watch Me)
community (e.g., People and Places)
social responsibility (e.g., Friendship) and make connections to prior learning and experiences.

View and explain (with support from the text) the key literal and inferential ideas (messages), important details, and how elements (such as colour, layout, medium, and special fonts) enhance meaning in grade-appropriate visual and multimedia texts.

Read and demonstrate comprehension of grade-appropriate literary and informational texts read silently and orally by relating and retelling key events and ideas in sequence with specific details and discussing how, why, and what if questions.

Specific Expectations

View, listen to, read, and respond to a variety of texts including First Nations and Métis resources that present different viewpoints and perspectives on issues and topics related to identity, community, and social responsibility and relate to own experiences.
Identify similarities and differences between what is known and what is presented in texts.
View and demonstrate comprehension of grade-appropriate visual and multimedia texts including multimedia clips, signs, illustrations, diagrams, photographs, graphs, simple charts, and posters.
Select and use task-relevant before, during, and after strategies to construct meaning when viewing.
Understand and apply the appropriate cues and conventions (pragmatic, textual, syntactical, semantic/lexical/morphological, graphophonic, and other) to construct and confirm meaning when viewing.
Obtain information from different media (e.g., multimedia clips, websites, video clips, magazine photographs).
View and interpret, with teacher support, the purpose of a message (e.g., to sell a product, to express feelings, to inform).
Distinguish between fact (observable) and fantasy (imagined).
Identify the intent and appeal of particular television advertisements aimed at children.
Distinguish between a commercial and a program on television.
Explain how elements such as colour, sound, music, physical movement, and arrangement enhance visual and multimedia texts and products including First Nations and Métis texts, visual art works, and performances such as music, dance, and drama.
Select and use task-relevant before, during, and after strategies to construct meaning when reading.
Understand and apply the appropriate cues and conventions (pragmatic, textual, syntactical, semantic/lexical/morphological, graphophonic, and other) to construct and confirm meaning when reading.

Lessons

Comparing Real Families to TV Families

Facing TV Violence: Consequences and Media Violence

Facing TV Violence: Counting and Discussion Violence on the Screen

Facing TV Violence: Rewriting the Script

Looking at Food Advertising

Newspaper Ads

Packaging Tricks

Teaching TV: Critically Evaluating TV

Teaching TV: Enjoying Television

Teaching TV: Film Production: Who Does What?

Teaching TV: Learning With Television